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Mathematics Lesson Design for English Learners versus Non-English Learners from Perspectives of Equity and Intersection

Artigo2022

Seonhee Cho; Hea-Jin Lee; Leah Herner-Patnode

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Resumo

Calls for "mathematics for all" or "mathematics for social justice" bring light to the importance of equity issues within and through mathematics education. Employing the theoretical perspectives of equity and social justice for mathematics education, and the intersection of language, culture, and mathematics, this study examined how a group of in-service teachers working in inner-city settings designed mathematics tasks and strategies for English Learners (EL) in comparison with non-ELs. The data, 23 sets of lesson design responding to two learner profiles, was analyzed using inductive content analysis. Findings suggest that meaningful opportunities to learn the same mathematics concept were presented less often to ELs, who also were more likely to experience a lack of active participation and engagement than non-ELs. From the intersectional perspective, teachers heavily relied on ELs' native language support rather than exploring the complexity of mathematical discourse. The lack of cultural integration in their lesson designs was also notable. These findings imply that the attention of mathematics education for ELs needs to be redirected from language support per se to the interplay between language, culture, and mathematical concepts in order to create a level playing field.

Dados da obra

Tipo
Artigo
Periódico
Journal of Urban Mathematics Education
Ano
2022
Idioma
en
Palavras-chave
Instructional Design; Mathematics Instruction; Equal Education; Social Justice; English Language Learners; Native Language; Lesson Plans; Urban Schools; Student Characteristics; Mathematical Concepts; Learning Processes; Culturally Relevant Education; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Graduate Students; Inservice Teacher Education; Language Teachers; Teacher Education Programs; Grade 5; Elementary School Students
Temas
Educação Matemática Crítica, Formação de Professores de Matemática
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
CHO, Seonhee; LEE, Hea-Jin; HERNER-PATNODE, Leah. Mathematics Lesson Design for English Learners versus Non-English Learners from Perspectives of Equity and Intersection. Journal of Urban Mathematics Education, 2022. Disponível em: https://eric.ed.gov/?id=EJ1348197. Acesso em: 5 nov. 2026.

APA

Cho, S., Lee, H. J., & Herner-Patnode, L. (2022). Mathematics Lesson Design for English Learners versus Non-English Learners from Perspectives of Equity and Intersection. Journal of Urban Mathematics Education. https://eric.ed.gov/?id=EJ1348197

BibTeX
@article{cho2022,
  author = {Cho, Seonhee and Lee, Hea-Jin and Herner-Patnode, Leah},
  title = {Mathematics Lesson Design for English Learners versus Non-English Learners from Perspectives of Equity and Intersection},
  year = {2022},
  journal = {Journal of Urban Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1348197},
  language = {en}
}
RIS
TY  - JOUR
AU  - Cho, Seonhee
AU  - Lee, Hea-Jin
AU  - Herner-Patnode, Leah
TI  - Mathematics Lesson Design for English Learners versus Non-English Learners from Perspectives of Equity and Intersection
PY  - 2022
JO  - Journal of Urban Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1348197
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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