Understanding mathematics preservice teachers’ beliefs about English learners using the Mathematics Education for English Learners Scale (MEELS)

ABSTRACT

This article outlines the development and validation of the Mathematics Education of English Learners Scale (MEELS) to understand mathematics preservice teachers’ beliefs about teaching mathematics to English learners (ELs). Nine hundred and twenty-five PSTs from 17 states across the U.S. were divided randomly into two samples for the analysis. A Principal Component Analysis was conducted with one sample of 463 respondents, which suggested a four-factor model and a five-factor model. A Confirmatory Factor Analysis with the other sample of 462 respondents suggested that the four-factor model was a better fit. The 19 item four-factor model consisted of the following factors – Classroom Strategies, Native Language, Language in Math, and Comparison with non ELs. The factors show that preservice teachers’ beliefs about teaching ELs cluster around teaching moves in the mathematics classroom with ELs, the use of students’ native language in the class, the role of language in mathematics, and balancing the teaching and learning of both ELs and non ELs in the mathematics class. The MEELS can be used in teacher preparation to evaluate preservice teachers’ beliefs in the program. The factors of MEELS can highlight areas where preservice teachers need more focus.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was partially supported by the UNC Charlotte Faculty Research Grant. The views expressed are those of the author and are not reflective of the funding agency.

Notes on contributors

Anthony Fernandes

Anthony Fernandes is Associate Professor of mathematics education in the Department of Mathematics and Statistics at the University of North Carolina Charlotte. His research focuses on the intersection of language and mathematics, especially the use of cultural and multimodal resources by emerging multilingual students for cognition and communication. He draws on this research to prepare future mathematics teachers to work with emerging multilingual students.