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

References

• Barwell, R. (2005). Ambiguity in the mathematics classroom. Language and Education, 19(2), 117–125. doi:10.1080/09500780508668667
   Google Scholar
• Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. doi:10.1017/S0261444803001903
   Google Scholar
• Bresser, R., Melanese, K., & Sphar, C. (2009). Equity for language learners: Reflect and discuss. Teaching Children Mathematics, 16(3), 170–177. doi:10.5951/TCM.16.3.0170
   Google Scholar
• Bunch, G. (2014). The language of ideas and the language of display: Reconceptualizing “Academic Language” in linguistically diverse classrooms. International Multilingual Research Journal, 8(1), 70–86. doi:10.1080/19313152.2014.852431
   Google Scholar
• Burke, A. M., Morita-Mullaney, T., & Singh, M. (2016). Indiana emergent bilingual student time to reclassification: A survival analysis. American Educational Research Journal, 53(5), 1310–1342. doi:10.3102/0002831216667481
   Web of Science ®Google Scholar
• Byrnes, D., & Kiger, G. (1994). Language attitudes of teachers scale (Lats). Educational and Psychological Measurement, 54(1), 227–231. doi:10.1177/0013164494054001029
   Web of Science ®Google Scholar
• Campbell, A. E., Adams, V. M., & Davis, G. E. (2007). Cognitive demands and second-language learners: A framework for analyzing mathematics instructional contexts. Mathematical Thinking & Learning: An International Journal, 9(1), 3–30. doi:10.1207/s15327833mtl0901_2
   Google Scholar
• Chval, K. B., Pinnow, R. J., & Thomas, A. (2015). Learning how to focus on language while teaching mathematics to English language learners: A case study of Courtney. Mathematics Education Research Journal, 27(1), 103–127. doi:10.1007/s13394-013-0101-8
   Web of Science ®Google Scholar
• Civil, M., & Hunter, R. (2015). Participation of non-dominant students in argumentation in the mathematics classroom. Intercultural Education (London, England), 26(4), 296–312. doi:10.1080/14675986.2015.1071755
   Web of Science ®Google Scholar
• Clarkson, P. C. (2006). Australian Vietnamese students learning mathematics: High ability bilinguals and their use of their languages. Educational Studies in Mathematics, 64(2), 191–215. doi:10.1007/s10649-006-4696-5
   Google Scholar
• Clinton, V., Basaraba, D. L., & Walkington, C. (2018). English learners and mathematical word problem solving: A systematic review. In D. L. Baker, D. L. Basaraba, & C. Richards-Tutor (Eds.), Second language acquisition: Methods, perspectives, & challenges. Nova Science.
   Google Scholar
• Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. Erlbaum.
   Google Scholar
• Conger, D. (2009). Testing, time limits, and English learners: Does age of school entry affect how quickly students can learn English? Social Science Research, 38(2), 383–396. doi:10.1016/j.ssresearch.2008.08.002
   PubMed Web of Science ®Google Scholar
• Cooney, T., Shealy, B., & Arvold, B. (1998). Conceptualizing belief structures of preservice secondary mathematics teachers. Journal for Research in Mathematics Education, 29(3), 306–333. doi:10.2307/749792
   Web of Science ®Google Scholar
• Cross, D. (2009). Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12(5), 325–346. doi:10.1007/s10857-009-9120-5
   Google Scholar
• Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
   Google Scholar
• DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.). SAGE Publications.
   Google Scholar
• Domínguez, H. (2005). Bilingual students' articulation and gesticulation of mathematical knowledge during problem solving. Bilingual Research Journal, 29(2), 269–293. doi:10.1080/15235882.2005.10162836
   Google Scholar
• Domínguez, H. (2011). Using what matters to students in bilingual mathematics problems. Educational Studies in Mathematics, 76(3), 305–328. doi:10.1007/s10649-010-9284-z
   Web of Science ®Google Scholar
• Donovan, M. S., & Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. National Academy Press.
   Google Scholar
• Durgunoğlu, A. Y., & Hughes, T. (2010). How prepared are the US preservice teachers to teach English language learners? International Journal of Teaching and Learning in Higher Education, 22(1), 32–41.
   Google Scholar
• Fernandes, A. (2012). Mathematics preservice teachers learning about English language learners through task-based interviews and noticing. Mathematics Teacher Educator, 1(1), 10–22. doi:10.5951/mathteaceduc.1.1.0010
   Google Scholar
• Fernandes, A. (2020). The language orientations of future mathematics teachers in the United States. REDIMAT, 9(1), 7–29. doi:10.17583/redimat.2020.4297
   Google Scholar
• Fernandes, A., & Kahn, L. (2021). Beliefs of future math teachers in the context of teaching math to English learners in the United States. Advances of Research in Mathematics Education, 19, 100–116. doi:10.35763/aiem.v0i19.400
   Google Scholar
• Fernandes, A., Kahn, L., & Civil, M. (2017). A closer look at bilingual students’ use of multimodality in the context of an area comparison problem from a large-scale assessment. Educational Studies in Mathematics, 95(3), 263–282. doi:10.1007/s10649-017-9748-5
   Web of Science ®Google Scholar
• Fernandes, A., & McLeman, L., (2012). Developing the mathematics education of English learners scale (MEELS). In L. R. Van Zoest, -J.-J. Lo, & J. L. Kratky (Eds.), Proceedings of the Thirty Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 591–597). Kalamazoo, MI: Western Michigan University.
   Google Scholar
• Flores, B. B., & Smith, H. L. (2009). Teachers’ characteristics and attitudinal beliefs about linguistic and cultural diversity. Bilingual Research Journal, 31(1–2), 323–358. doi:10.1080/15235880802640789
   Google Scholar
• García-Nevarez, A. G., Stafford, M. E., & Arias, B. (2005). Arizona elementary teachers’ attitudes toward English language learners and the use of Spanish in classroom instruction. Bilingual Research Journal, 29(2), 295–317. doi:10.1080/15235882.2005.10162837
   Google Scholar
• Garrison, L., & Mora, J. K. (1999). Adapting mathematics instruction for English language learners: The language concept connection. In L. Oritz-Franco, N. G. Hernandez, & Y. De La Cruz (Eds.), Changing the faces of mathematics: Perspectives on Latinos (pp. 35–47). National Council of Teachers of Mathematics.
   Google Scholar
• Gibbons, P. (2014). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heineman.
   Google Scholar
• Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Erlbaum.
   Google Scholar
• Gottlieb, M. (2016). Assessing English language learners: Bridges to educational equity: Connecting academic language proficiency to student achievement. Corwin.
   Google Scholar
• Green, T. G. (1971). The activities of teaching. McGraw Hill.
   Google Scholar
• Griego-Jones, T. (2002). Relationship between pre-service teachers’ beliefs about second language learning and prior experiences with non-English speakers. In L. Minaya-Rowe (Ed.), Teacher training and effective pedagogy in the context of student diversity (pp. 39–64). Information Age Publishing.
   Google Scholar
• Halliday, M. A. K. (1978). Language as a social semiotic: The social interpretation of language and meaning. Edward Arnold.
   Google Scholar
• Hansen-Thomas, H., & Cavagnetto, A. (2010). What do mainstream middle school teachers think about their English language learners? A tri-state case study. Bilingual Research Journal, 33(2), 249–266. doi:10.1080/15235882.2010.502803
   Google Scholar
• Hermida, R. (2015). The problem of allowing correlated errors in structural equation modeling: Concerns and considerations. Computational Methods in Social Sciences, 3(1), 5–17.
   Google Scholar
• Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. doi:10.1080/10705519909540118
   Web of Science ®Google Scholar
• Kaiser, H. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20(1), 141–151. doi:10.1177/001316446002000116
   Web of Science ®Google Scholar
• Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. doi:10.1007/bf02291575
   Web of Science ®Google Scholar
• Karathanos, K. A. (2010). Teaching English language learner students in US mainstream schools: Intersections of language, pedagogy, and power. International Journal of Inclusive Education, 14(1), 49–65. doi:10.1080/13603110802504127
   Web of Science ®Google Scholar
• Khisty, L. L., & Chval, K. B. (2002). Pedagogic discourse and equity in mathematics: When teachers’ talk matters. Mathematics Education Research Journal, 14(3), 154–168. doi:10.1007/BF03217360
   Google Scholar
• Kline, R. B. (2015). Principles and practice of structural equation modeling (2nd ed.). Guilford Press.
   Google Scholar
• Leatham, K. (2006). Viewing mathematics teachers’ beliefs as sensible systems. Journal of Mathematics Teacher Education, 9(1), 91–102. doi:10.1007/s10857-006-9006-8
   Google Scholar
• Lee, J., & Oxelson, E. (2006). “It’s Not My Job”: K–12 teacher attitudes toward students’ heritage language maintenance. Bilingual Research Journal, 30(2), 453–477. doi:10.1080/15235882.2006.10162885
   Google Scholar
• Lei, Q., Xin, Y. P., Morita-Mullaney, T., & Tzur, R. (2020). Instructional scaffolds in mathematics instruction for English learners with learning disabilities: An exploratory case study. A Contemporary Journal, 18(1), 123–144.
   Google Scholar
• LopezLeiva, C. A., Torres, Z., & Khisty, L. L. (2013). Acknowledging Spanish and English resources during mathematical reasoning. Cultural Studies of Science Education, 8(4), 919–934. doi:10.1007/s11422-013-9518-3
   Google Scholar
• MacDonald, R., Cook, H. G., & Miller, E. (2014). Doing and talking science: A teacher’s guide to meaning-making with English learners. Wisconsin Center for Education Research.
   Google Scholar
• Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333–368. doi:10.17763/haer.78.2.70783570r1111t32
   Web of Science ®Google Scholar
• McGraw, R., & Rubinstein-Avila, E. (2009). Middle school immigrant students developing mathematical reasoning in Spanish and English. Bilingual Research Journal, 31(1–2), 147–173. doi:10.1080/15235880802640656
   Google Scholar
• Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4(2–3), 189–212. doi:10.1207/S15327833MTL04023_5
   Google Scholar
• Moschkovich, J. (2007). Using two languages when learning mathematics. Educational Studies in Mathematics, 64(2), 121–144. doi:10.1007/s10649-005-9005-1
   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
• Moschkovich, J. N. (2015). Academic literacy in mathematics for English learners. The Journal of Mathematical Behavior, 40, 43–62. doi:10.1016/j.jmathb.2015.01.005
   Web of Science ®Google Scholar
• National Center for Educational Statistics (NCES). (2019). Retrieved from https://nces.ed.gov/programs/coe/indicator_cgf.asp
   Google Scholar
• Ní Ríordáin, M., & O’Donoghue, J. (2009). The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish. Educational Studies in Mathematics, 73(1), 43–64. doi:10.1007/s10649-008-9158-9
   Google Scholar
• O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments, & Computers, 32(3), 396–402. doi:10.3758/BF03200807
   PubMedGoogle Scholar
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. doi:10.3102/00346543062003307
   Web of Science ®Google Scholar
• Pedhazur, E., & Schmelkin, L. (1991). Measurement, design, and analysis: An integrated approach. Erlbaum.
   Google Scholar
• Penfield, J. (1987). ESL: The regular classroom teacher’s perspective. TESOL Quarterly, 21(1), 21–39. doi:10.2307/3586353
   Web of Science ®Google Scholar
• Pett, M. A., Lackey, N. R., & Sullivan, J. J. (2003). Making sense of factor analysis: The use of factor analysis for instrument development in health care research. SAGE Publications.
   Google Scholar
• Philipp, R. (2007). Mathematics teachers’ beliefs and affect. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 1, pp. 257–315). Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political: Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361–378. doi:10.1007/s13394-013-0075-6
   Google Scholar
• Pohan, C. A. (1994). The development and validation of the Educators’ Beliefs about Diversity Scale (Unpublished doctoral dissertation). The University of Nebraska-Lincoln. UMI Dissertation Services, Vol. 55–10A, p. 3117 (AB No. 9507822).
   Google Scholar
• Polat, N. (2010). Pedagogical treatment and change in preservice teacher beliefs: An experimental study. International Journal of Educational Research, 49(6), 195–209. doi:10.1016/j.ijer.2011.02.003
   Google Scholar
• Polat, N., & Mahalingappa, L. (2013). Pre- and in-service teachers’ beliefs about ELLs in content area classes: A case for inclusion, responsibility, and instructional support. Teaching Education, 24(1), 58–83. doi:10.1080/10476210.2012.713930
   Google Scholar
• Preacher, K. J., & MacCallum, R. C. (2003). Repairing Tom Swift’s electric factor analysis machine. Understanding Statistics: Statistical Issues in Psychology, Education, and the Social Sciences, 2(1), 13–43. doi:10.1207/S15328031US0201_02
   Google Scholar
• Ramirez, N., & Celedón-Pattichis, S. (2012). Understanding second language development and implications for the mathematics classroom. In S. Celedón-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs (pp. 19–37). Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• Ramos, F. (2001). Teachers’ opinions about the theoretical and practical aspects of the use of native language minority students: A cross-sectional study. Bilingual Research Journal, 25(3), 357–374. doi:10.1080/15235882.2001.10162798
   Google Scholar
• Raykov, T. (2001). Estimation of congeneric scale reliability using covariance structure analysis with nonlinear constraints. British Journal of Mathematical & Statistical Psychology, 54(2), 315–323. doi:10.1348/000711001159582
   PubMed Web of Science ®Google Scholar
• Raymond, A. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550–576. doi:10.2307/749691
   Web of Science ®Google Scholar
• Reeves, J. R. (2006). Secondary teacher attitudes toward including English-language learners in mainstream classrooms. The Journal of Educational Research, 99(3), 131–142. doi:10.3200/joer.99.3.131-143
   Web of Science ®Google Scholar
• Richardson, V. (1996). The role of attitude and beliefs in learning to teach. In J. P. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education: A project of the Association of Teacher Educators (2nd ed., pp. 102–119). Macmillan.
   Google Scholar
• Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change (1st ed.). Jossey-Bass.
   Google Scholar
• Russell, D. (2003). In search of underlying dimensions: The use (and abuse) of factor analysis. Personality & Social Psychology Bulletin, 29(3), 1629–1646. doi:10.1177/014616702237645
   Web of Science ®Google Scholar
• Sapsford, R. (2007). Survey research (2nd ed.). SAGE Publications.
   Google Scholar
• Sawyer, R. D. (2000). Adapting curriculum to student diversity: Patterns and perceptions among alternate-route and college-based teachers. The Urban Review, 32(4), 343–363. doi:10.1023/A:1026407825322
   Google Scholar
• Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: A research review. Reading & Writing Quarterly, 23, 139–159. https://doi.org/10.1080/10573560601158461
   Google Scholar
• Schleppegrell, M. J. (2010). Language in mathematics teaching and learning: A research review. In J. Moschkovich (Ed.), Language and mathematics education: Multiple perspectives and directions for research (pp. 73–112). Information Age Publishing.
   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
• Shin, F. H., & Krashen, S. (1996). Teacher attitudes toward the principles of bilingual education and toward students’ participation in bilingual programs: Same or different? Bilingual Research Journal, 20(1), 45–53. doi:10.1080/15235882.1996.10668619
   Google Scholar
• Sigley, R., & Wilkinson, L. C. (2015). Ariel’s cycles of problem solving: An adolescent acquires the mathematics register. The Journal of Mathematical Behavior, 40(Pt. A), 75–87. doi:10.1016/j.jmathb.2015.03.001
   Google Scholar
• Skott, J. (2009). Contextualizing the notion of ‘belief enactment.’ Journal of Mathematics Teacher Education, 12(1), 27–46. doi:10.1007/s10857-008-9093-9
   Google Scholar
• Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling, 42(5), 893–898. https://doi.org/10.1016/j.paid.2006.09.017
   Google Scholar
• Sun, J. (2005). Assessing goodness of fit in confirmatory factor analysis. Measurement and Evaluation in Counseling and Development, 37(4), 240–256. doi:10.1080/07481756.2005.11909764
   Web of Science ®Google Scholar
• Sztajn, P. (2003). Adapting reform ideas in different mathematics classrooms: Beliefs beyond mathematics. Journal of Mathematics Teacher Education, 6(1), 53–75. doi:10.1023/A:1022171531285
   Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics. Pearson.
   Google Scholar
• Turner, E., & Celedón-Pattichis, S. (2011). Mathematical problem solving among Latina/o kindergartners: An analysis of opportunities to learn. Journal of Latinos and Education, 10(2), 146–169. doi:10.1080/15348431.2011.556524
   Google Scholar
• Turner, E. E., Domínguez, H., Maldonado, L., & Empson, S. (2013). English learners’ participation in mathematical discussion: Shifting positionings and dynamic identities. Journal for Research in Mathematics Education, 44(1), 199–234. doi:10.5951/jresematheduc.44.1.0199
   Web of Science ®Google Scholar
• Veel, R. (1999). Language, knowledge, and authority in school mathematics. In F. Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes (pp. 185–216). Continuum.
   Google Scholar
• WIDA. (2020). WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12. Board of Regents of the University of Wisconsin System.
   Google Scholar
• Youngs, C. S., & Youngs, G. A., Jr. (2001). Predictors of mainstream teachers’ attitudes toward ESL students. TESOL Quarterly, 35(1), 97–120. doi:10.5054/tj.2010.215611
   Web of Science ®Google Scholar