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Enabling Mathematics Learning of Struggling Students pp 177–198Cite as

Engaging Multilingual Learners with Disabilities in Mathematical Discourse

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Part of the Research in Mathematics Education book series (RME)

Abstract

Multilingual learners (MLs) with mathematical difficulties (MD) are a diverse group of students who represent an increasing demographic within U.S. public schools (National Center for Educational Statistics: English Language Learners in Public Schools. Author, 2016) with dual learning goals of mathematics and language. To ensure MLs with MD can be academically successful, they must engage in mathematical discourse. However, for teachers to effectively engage MLs with MD in mathematical discourse, they should (1) employ general approaches to teaching MLs as well as students with MD, (2) foster learning environments conducive to participation, (3) strategically use discourse, (4) advance English language acquisition, and (5) enhance mathematics curriculum. In this chapter, we explore these five areas, drawing from research with MLs, students with mathematics difficulties/disability, and MLs with MD.

Keywords

  • Multilingual learners
  • Mathematical difficulties
  • Mathematics teaching
  • Teaching practice
  • Discourse
  • Discussion
  • Curriculum
  • Learning disability
  • At-risk students
  • Language learners
  • Curriculum

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  1. The University of Southern Mississippi, Hattiesburg, MS, USA

    Erin Smith & R. Alex Smith

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  1. Department of Educational Studies, Purdue University, West Lafayette, IN, USA

    Dr. Yan Ping Xin

  2. School of Education and Human Development, University of Colorado Denver, Denver, CO, USA

    Dr. Ron Tzur

  3. Institute of Education, St Mary’s University Twickenham, London, UK

    Dr. Helen Thouless

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Smith, E., Smith, R.A. (2022). Engaging Multilingual Learners with Disabilities in Mathematical Discourse. In: Xin, Y.P., Tzur, R., Thouless, H. (eds) Enabling Mathematics Learning of Struggling Students. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-95216-7_9

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