Connections between secondary mathematics teachers’ beliefs and their selection of tasks for English language learners

ABSTRACT

The tasks teachers select impact students’ opportunities to learn mathematics and teachers’ beliefs influence their choice of tasks. Through the qualitative analysis of surveys, interviews and classroom artefacts from three secondary mathematics teachers, this study examined teachers’ selection of mathematics tasks for English language learners (ELLs). In particular, this study explored teachers’ beliefs about ELLs and the ways in which those beliefs manifested in their selection of tasks. In order to accommodate ELLs, the teachers selected tasks that were repetitive, procedure-focused and devoid of context. The teachers’ choice of tasks stemmed from their beliefs about ELLs’ mathematical and linguistic abilities. Furthermore, the teachers often referred to ELLs as a homogenous group and this generalization, coupled with beliefs about ELLs’ mathematical and linguistic abilities, was evident in their task selections. The findings suggest a need to critically examine the potential impact of seemingly benign teaching practices and the beliefs underlying them.

KEYWORDS:

• English language learners
• student and teacher experiences
• multicultural/diversity education
• mathematics education

Acknowledgments

This article is based on dissertation research conducted at the University of Georgia under the guidance of Denise Spangler and committee members Patricia Wilson, Chandra Orrill and Judit Moschkovich. I am thankful for the thoughtful feedback on earlier drafts from Barbara Reys, Sarah Roberts, Kathryn Chval and Susan Empson. I am also grateful for the teachers for sharing their thoughts and opening their classrooms to me.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. All names are pseudonyms.

2. The school districts reported demographic data using the category “Hispanic.”

3. Following each data excerpt, I have parenthetically included the source of that excerpt.

Additional information

Notes on contributors

Zandra de Araujo

Zandra de Araujo is an assistant professor of mathematics education at the University of Missouri. Her research examines the use of tasks and curriculum materials to support mathematics instruction for all students, particularly English learners.