Helping children feel seen, heard, and understood: preservice teachers’ strategies to support diverse learners in math lessons

References

• Adoniou, M., & Qing, Y. (2014). Language, mathematics, and English language learners. Australian Mathematics Teacher, 70(3), 3–13.
   Google Scholar
• Aguirre, J. (2009). Privileging math and equity in teacher education: Framework, counter-resistance strategies, and reflections from a Latina mathematics educator. In B. Greer, S. Mukhopadhyay, A. Powell, & S. Nelson-Barber (Eds.), Culturally responsive math education(pp. 295–319). New York, NY: Routledge.
   Google Scholar
• Aguirre, J., Del Rosario Zavala, M., & Katanyoutanant, T. (2012). Developing robust forms of preservice teachers’ pedagogical content knowledge through culturally responsive mathematics teaching analysis. Mathematics Teacher Education and Development, 14(2), 113–136.
   Google Scholar
• Aguirre, J., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth Mcduffie, A., & Drake, C. (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178–192. doi:10.1177/0022487112466900
   Web of Science ®Google Scholar
• Akar, İ. (2020). Consensus on the competencies for a classroom teacher to support gifted students in the regular classroom: A Delphi study. International Journal of Progressive Education, 16(1), 67–83. doi:10.29329/ijpe.2020.228.6
   Google Scholar
• Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33–52. doi:10.1007/s10857-006-9005-9
   Google Scholar
• Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: Looking at trustworthiness criteria. Journal of Emerging Trends in Education Research and Policy, 5(2), 10.
   Google Scholar
• Apalon. (n.d.). Speak & Translate (Version 5.0.8). https://www.apalon.com/
   Google Scholar
• Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Publications.
   Google Scholar
• Avalos, M. A., Medina, E., & Secada, W. G. (2015). Planning for instruction: Increasing multilingual learners’ access to algebraic word problems and visual graphics. A. Bright, H. Hansen-Thomas, & L. de Oliveria Eds. Alexandria, VA: The common core state standards in mathematics and English language learners: High school (pp. 5–28). National Council of Teachers of Math.
   Google Scholar
• Bacchioni, S., & Kurstedt, R. L. (2019). Personalized anchor charts: Bridging small-group work to Independence. The Reading Teacher, 72(5), 652–658. doi:10.1002/trtr.1772
   Web of Science ®Google Scholar
• Baglieri, S., Bejoian, L. M., Broderick, A. A., Connor, D. J., & Valle, J. (2011). [Re]claiming “Inclusive Education” toward cohesion in educational reform: Disability studies unravels the myth of the normal child. Teachers College Record, 113(10), 2122–2154. doi:10.1177/016146811111301001
   Web of Science ®Google Scholar
• Baker, M. (2019). Playing, talking, co-constructing: Exemplary teaching for young dual language learners across program types. Early Childhood Education Journal, 47(1), 115–130. doi:10.1007/s10643-018-0903-0
   Web of Science ®Google Scholar
• Banse, H. W., Palacios, N. A., Merritt, E. G., & Rimm-Kaufman, S. E. (2016). Five strategies for scaffolding math discourse with ELLs. Teaching Children Mathematics, 23(2), 100–108. doi:10.5951/teacchilmath.23.2.0100
   Google Scholar
• Batt, E. G. (2008). Teachers’ perceptions of ELL education: Potential solutions to overcome the greatest challenges. Multicultural Education, 15(3), 39–43.
   Google Scholar
• Bazeley, P. (2013). Qualitative data analysis: Practical strategies. Thousand Oaks, CA: Sage Publications, Inc.
   Google Scholar
• Biro, K., & Dick, L. (2019). Anchoring number talks. Ohio Journal of School Mathematics, 80(Spring), 31–38.
   Google Scholar
• Boaler, J. (2011). Changing students’ lives through the de-tracking of urban mathematics classrooms. Journal of Urban Mathematics Education, 4(1), 7–14.
   Google Scholar
• Brown, J. R. (2014). Hook and hold. Teaching Children Mathematics, 21(1), 46–54. doi:10.5951/teacchilmath.21.1.0046
   Google Scholar
• Brown, B. A., Boda, P., Lemmi, C., & Monroe, X. (2019). Moving culturally relevant pedagogy from theory to practice: Exploring teachers’ application of culturally relevant education in science and mathematics. Urban Education, 54(6), 775–803. doi:10.1177/0042085918794802
   Web of Science ®Google Scholar
• Bryant, D. P., Bryant, B. R., Roberts, G., Vaughn, S., Pfannenstiel, K. H., Porterfield, J., & Gersten, R. (2011). Early numeracy intervention program for first-grade students with mathematics difficulties. Exceptional Children, 78(1), 7–23. doi:10.1177/001440291107800101
   Web of Science ®Google Scholar
• Celedon-Pattichis, S., & Ramirez, N. G. (2012). Beyond good teaching: Advancing mathematics education for ELLs. Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• Chval, K. B., & Chávez, Ó. (2012). Designing math lessons for English language learners. Mathematics Teaching in the Middle School, 17(5), 261–265. doi:10.5951/mathteacmiddscho.17.5.0261
   Google Scholar
• Clark-Goff, K., & Eslami, Z. (2016). Exploring change in preservice teachers’ beliefs about English language learning and teaching. Iranian Journal of Language Teaching Research, 4(3), 21–36. https://www.urmia.ac.ir/ijltr
   Google Scholar
• Daniel, S. M. (2014). Learning to educate English language learners in preservice elementary practicums. Teacher Education Quarterly, 41(2), 5–28.
   Google Scholar
• de Araujo, Z., Smith, E, I. J.-Y., & Sakow, M. (2018). Preservice teachers’ strategies for teaching mathematics with English learners. In T. G. Bartell (Ed.), Toward equity and social justice in mathematics education(pp. 217–239). New York, NY: Springer International Publishing. doi:10.1007/978-3-319-92907-1_14
   Google Scholar
• de Araujo, Z., Smith, E., & Sakow, M. (2016). Reflecting on the dialogue regarding the mathematics education of English learners. Journal of Urban Mathematics Education, 9(2), 33–48. doi:10.21423/jume-v9i2a309
   Google Scholar
• de Araujo, Z., Smith, E., & Yeong, J. others. (2021). Preservice teachers’ use of mathematics tasks in relation to their experiences with, goals for, and beliefs about English learners. ZDM–Mathematics Education, 1–15. doi:10.1007/s11858-021-01226-5
   Web of Science ®Google Scholar
• Dee, A. L. (2010). Preservice teacher application of differentiated instruction. The Teacher Educator, 46(1), 53–70. doi:10.1080/08878730.2010.529987
   Google Scholar
• de Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101–124.
   Google Scholar
• Delpit, L. (2013). Multiplication is for white people: Raising expectations for other people’s children. New York, NY: The New Press.
   Google Scholar
• Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31–54. doi:10.1016/j.edurev.2018.02.002
   Web of Science ®Google Scholar
• Doabler, C. T., Nelson, N. J., & Clarke, B. (2016). Adapting evidence-based practices to meet the needs of English learners with mathematics difficulties. TEACHING Exceptional Children, 48(6), 301–310. doi:10.1177/0040059916650638
   Web of Science ®Google Scholar
• Doubet, K. J., & Hockett, J. A. (2017). Differentiation in the elementary grades: Strategies to engage and equip all learners. Alexandria, VA: ASCD.
   Google Scholar
• Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. The Journal of Educational Research, 99(4), 195–211. doi:10.3200/JOER.99.4.195-211
   Web of Science ®Google Scholar
• Eidson, C. C., & Tomlinson, C. A. (2003). Differentiation in practice: A resource guide for differentiating curriculum, Grades K-5. Alexandria, VA: ASCD.
   Google Scholar
• Estrella, G., Au, J., Jaeggi, S. M., & Collins, P. (2018). Is inquiry science instruction effective for English language learners? A meta-analytic review. AERA Open, 4(2), 2332858418767402. doi:10.1177/2332858418767402
   Web of Science ®Google Scholar
• Fattal, L. F. (2017). Visual culture in the elementary-school classroom: Moving from box-store commodities to out-of-the-box thinking. The New Educator, 13(4), 350–368. doi:10.1080/1547688X.2015.1095384
   Google Scholar
• Gandara, P. C., & Contreras, F. (2010). The Latino education crisis: The consequences of failed social policies. cambridge, MA: Harvard University Press.
   Google Scholar
• Garcia, O., & Kleifgen, J. A. (2010). Educating Emergent Bilinguals: Policies, Programs, and Practices for English Language Learners. Teachers College Press 9780807758854.
   Google Scholar
• García, O., & Sylvan, C. E. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal, 95(3), 385–400. doi:10.1111/j.1540-4781.2011.01208.x
   Web of Science ®Google Scholar
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
   Google Scholar
• Genesee, F. (2016). Shifting perspectives on bilingualism. In E. Nicoladis & S. Montanari (Eds.), Bilingualism across the lifespan: Factors moderating language proficiency(pp. 9–19). Washington DC: American Psychological Association. doi:10.1037/14939-002
   Google Scholar
• Gillmor, S. C., Poggio, J., & Embretson, S. (2015). Effects of reducing the cognitive load of mathematics test items on student performance. Numeracy: Advancing Education in Quantitative Literacy, 8(1), 1–18. doi:10.5038/1936-4660.8.1.4
   Google Scholar
• Gutiérrez, R. (2009). Framing equity: Helping students “play the game” and “change the game.” Teaching for Excellence and Equity in Mathematics, 1(1), 4–8.
   Google Scholar
• Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37–68. doi:10.5951/jresematheduc.44.1.0037
   Web of Science ®Google Scholar
• Gutiérrez, R., & Irving, S. E. (2012). Latino/a and black students and mathematics. The Students at the Center Series. Jobs for the Future. https://files.eric.ed.gov/fulltext/ED561299.pdf
   Google Scholar
• Harding-DeKam, J. L. (2014). Defining culturally responsive teaching: The case of mathematics. Cogent Education, 1(1), 972676. doi:10.1080/2331186X.2014.972676
   Google Scholar
• Heineke, A. J., Coleman, E., Ferrell, E., & Kersemeier, C. (2012). Opening doors for bilingual students: Recommendations for building linguistically responsive schools. Improving Schools, 15(2), 130–147. doi:10.1177/1365480212450235
   Google Scholar
• Hutchinson, M. (2013). Bridging the gap: Preservice teachers and their knowledge of working with English language learners. TESOL Journal, 4(1), 25–54. doi:10.1002/tesj.51
   Google Scholar
• I, J, & Stanford, J. (2018). Preservice Teachers' Mathematical Visual Implementation for Emergent Bilinguals. Mathematics Teacher Educator, 7(1), 8–33 doi:https://doi.org/10.5951/mathteaceduc.7.1.0008.
   Google Scholar
• Ji-Yeong, I., & Stanford, J. (2018). Preservice teachers’ mathematical visual implementation for emergent bilinguals. Mathematics Teacher Educator, 7(1), 8–33. doi:10.5951/mathteaceduc.7.1.0008
   Google Scholar
• Kingore, B. (2006). Tiered instruction: Beginning the process. Teaching for High Potential, 15(2), 5–6.
   Google Scholar
• Klein, J. (2018, March). Living a dream”: Thousands of Burmese refugees build community in south Tulsa. Tulsa World. https://tulsaworld.com/news/local/living-a-dream-thousands-of-burmese-refugees-build-community-in-south-tulsa/article_55c6d581-0532-5bc2-9426-d3d52fcdf83c.html
   Google Scholar
• Kurz, T. L., Gómez, C., & Jimenez-Silva, M. (2017). Guiding preservice teachers to adapt mathematics word problems through interactions with ELLs. Journal of Urban Mathematics Education, 10(1), 32–51. doi:10.21423/jume-v10i1a291
   Google Scholar
• Lake V E and Beisly A H. (2019). Translation Apps: Increasing Communication with Dual Language Learners. Early Childhood Educ J, 47(4), 489–496. 10.1007/s10643-019-00935-7
   Web of Science ®Google Scholar
• Latta, L. (2019). Learning to listen: Supporting dual language learners’ language acquisition and learning identities. YC Young Children, 74(1), 62–71. https://www.jstor.org/stable/26808897
   Google Scholar
• Leavitt, A. (2013). Teaching English language learners in the mainstream classroom: The methods teachers use. The Researcher, 25(1), 15.
   Google Scholar
• Lee, S., Kuo, L.-J., Xu, Z., & Hu, X. (2020). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: A meta-analysis. Computer Assisted Language Learning, 1–32. doi:10.1080/09588221.2020.1774612
   Web of Science ®Google Scholar
• Leith, C., Rose, E., & King, T. (2016). Teaching mathematics and language to English learners. The Mathematics Teacher, 109(9), 670–678. doi:10.5951/mathteacher.109.9.0670
   Google Scholar
• Lieber, E., Weisner, T., & Taylor, J. (2009). Dedoose (Version 4). https://www.dedoose.com/
   Google Scholar
• Lucero, A. (2012). Demands and opportunities: Analyzing academic language in a first-grade dual language program. Linguistics and Education, 23(3), 277–288. doi:10.1016/j.linged.2012.05.004
   Google Scholar
• McLeman, L., Fernandes, A., & McNulty, M. (2012). Regarding the mathematics education of English learners: Clustering the conceptions of prospective teachers from urban universities. Journal of Urban Mathematics Education, 5, 112–132. doi:10.21423/jume-v5i2a170
   Google Scholar
• Moll, L. C., Soto-Santiago, S. L., & Schwartz, L. (2013). Funds of knowledge in changing communities. In K.Hall, T.Cremin, B.Comber, & L.Moll (Eds.), International handbook of research on children’s literacy, learning, and culture (pp. 172–183). Hoboken, NJ: John Wiley & Sons, Ltd.
   Google Scholar
• Moschkovich, J. (2013). Principles and guidelines for equitable mathematics teaching practices and materials for English language learners. Journal of Urban Mathematics Education, 6(1), 45–57. doi:10.21423/jume-v6i1a204
   Google Scholar
• National Council of Teachers of Math. (2014). Access and equity in mathematics education: A position of the national council of teachers of mathematics. NCTM. https://www.nctm.org/Standards-and-Positions/Position-Statements/Access-and-Equity-in-Mathematics-Education/
   Google Scholar
• Ness, M. (2016). Learning from k-5 teachers who think aloud. Journal of Research in Childhood Education, 30(3), 282–292. doi:10.1080/02568543.2016.1178671
   Web of Science ®Google Scholar
• Nutta, J. W., Mokhtari, K., & Strebel, C. (2012). Preparing every teacher to reach English learners: Apractical guide for teacher educators. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Oklahoma State Department of Education, 2021 State Public Enrollment Totals https://sde.ok.gov/documents/state-student-public-enrollment
   Google Scholar
• Oliveira, A. W., Meskill, C., Judson, D., Gregory, K., Rogers, P., Imperial, C. J., & Casler-Failing, S. (2015). Language repair strategies in bilingual tutoring of mathematics word problems. Canadian Journal of Science, Mathematics and Technology Education, 15(1), 102–115. doi:10.1080/14926156.2014.990173
   Web of Science ®Google Scholar
• Pappamihiel, E., & Lynn, C. A. (2014). How can monolingual teachers take advantage of learners’ native language in class? Childhood Education, 90(4), 291–297. doi:10.1080/00094056.2014.937258
   Google Scholar
• Park, V., & Datnow, A. (2017). Ability grouping and differentiated instruction in an era of data-driven decision making. American Journal of Education, 123(2), 281–306. doi:10.1086/689930
   Web of Science ®Google Scholar
• Riccomini, P. J., Smith, G. W., Hughes, E. M., & Fries, K. M. (2015). The language of mathematics: The importance of teaching and learning mathematical vocabulary. Reading & Writing Quarterly, 31(3), 235–252. doi:10.1080/10573569.2015.1030995
   Web of Science ®Google Scholar
• Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). Reach: A framework for differentiating classroom instruction. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 31–47. doi:10.3200/PSFL.52.2.31-47
   Google Scholar
• Rubel, L. H. (2017). Equity-directed instructional practices: Beyond the dominant perspective. Journal of Urban Mathematics Education, 10, 2. doi:10.21423/jume-v10i2a324
   Google Scholar
• Saldaña, J. (2015). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications Ltd.
   Google Scholar
• Santos, M., Darling-Hammond, L., & Cheuk, T. (2012). Teacher development to support English language learners in the context of common core state standards (p. 11). Stanford University. https://ell.stanford.edu/sites/default/files/pdf/academic-papers/10-Santos%20LDH%20Teacher%20Development%20FINAL.pdf
   Google Scholar
• Schaeffer, K. (2021). America’s public school teachers are far less racially and ethnically diverse than their students. Pew Research Center. https://pewrsr.ch/3rSsNLB
   Google Scholar
• Shein, P. P. (2012). Seeing with two eyes: A teacher’s use of gestures in questioning and revoicing to engage English language learners in the repair of mathematical errors. Journal for Research in Mathematics Education, 43(2), 182–222. doi:10.5951/jresematheduc.43.2.0182
   Web of Science ®Google Scholar
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. doi:10.3233/EFI-2004-22201
   Google Scholar
• Short, D. J. (2017). How to integrate content and language learning effectively for English language learners. Eurasia Journal of Mathematics, Science and Technology Education, 13(7b), 4237–4260. doi:10.12973/eurasia.2017.00806a
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
   Google Scholar
• Souto-Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263–271. doi:10.1002/trtr.1518
   Web of Science ®Google Scholar
• Souto-Manning, M, and Martell, J. (2016). Reading, writing, and talk: Inclusive teaching strategies for diverse learners, K–2. New York, NY: Teachers College Press. https://doi.org/10.1002/trtr.1518
   Google Scholar
• Stinson, D. W. (2004). Mathematics as “gate-keeper” (?): Three theoretical perspectives that AIM toward empowering all children with a key to the gate. The Mathematics Educator, 14(1), 8–18. http://math.coe.uga.edu/tme/Issues/v14n1/v14n1.Stinson.pdf
   Google Scholar
• Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291–301. doi:10.1016/j.tate.2017.06.020
   Web of Science ®Google Scholar
• Takeuchi, M. (2015). The situated multiliteracies approach to classroom participation: English language learners’ participation in classroom mathematics practices. Journal of Language, Identity & Education, 14(3), 159–178. doi:10.1080/15348458.2015.1041341
   Web of Science ®Google Scholar
• Taylor, B. K. (2015). Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record, 51(1), 13–17. doi:10.1080/00228958.2015.988559
   Google Scholar
• Teemant, A., Sherman, B. J., & Wilson, A. (2018). Differentiating mathematics instruction for multilingual students using critical sociocultural practices. Teaching for Excellence and Equity in Mathematics, 9(1), 27–35. https://www.todos-math.org/teem
   Google Scholar
• Thanheiser, E., & Sugimoto, A. (2020). Mathematics to understand and critique the world: Reconceiving mathematics in a mathematics content course for elementary school teachers. Investigations in Mathematics Learning, 12(3), 179–193. doi:10.1080/19477503.2020.1768761
   Google Scholar
• Tinajero, J. V., Munter, J. H., & Araujo, B. (2021). Best practices for teaching Latino English learners in US schoolsMurillo , E., Dolores Delgado, B., Urrieta, L., Bybee, E., Sanchez Munoz, J., Saenz, V., Villanueva, D., Machado-Casas, M., Espinoza, K. In Handbook of Latinos and education (pp. 401–421). Routledge.
   Google Scholar
• Tobin, R., & McInnes, A. (2008). Accommodating differences: Variations in differentiated literacy instruction in Grade 2/3 classrooms. Literacy, 42(1), 3–9. doi:10.1111/j.1467-9345.2008.00470.x
   Google Scholar
• Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). Alexandria, VA: ASCD.
   Google Scholar
• Turner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15(1), 67–82. doi:10.1007/s10857-011-9196-6
   Google Scholar
• van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51–67. doi:10.1080/09243453.2018.1539013
   Web of Science ®Google Scholar
• VanTassel-Baska, J., Xuemei Feng, A., Brown, E., Bracken, B., Stambaugh, T., French, H., … Bai, W. (2008). A study of differentiated instructional change over 3 years. Gifted Child Quarterly, 52(4), 297–312. doi:10.1177/0016986208321809
   Web of Science ®Google Scholar
• Vlach, S., & Burcie, J. (2010). Narratives of the struggling reader. The Reading Teacher, 63(6), 522–525. doi:10.1598/RT.63.6.10
   Web of Science ®Google Scholar
• Webel, C., & Dwiggins, A. D. (2019). Prospective elementary teachers’ experiences with and perspectives on grouping by ability in mathematics. Mathematics Teacher Education and Development, 21(2), 4–23. https://mted.merga.net.au/index.php/mted/index
   Google Scholar
• Zepeda, M., Castro, D. C., & Cronin, S. (2011). Preparing early childhood teachers to work with young dual language learners. Child Development Perspectives, 5(1), 10–14. doi:10.1111/j.1750-8606.2010.00141.x
   PubMed Web of Science ®Google Scholar