Term
Summer 2023
Capstone
Thesis
Degree Name
MAT
Primary Advisor/Dissertation Chair
Julia Reimer
Secondary Advisor/Reader One
Margaret Williams
Peer-Reviewer/Reader Two
Lisa Mast
Abstract
This mixed method research study examined the teacher’s perspectives on how equitable teaching practices impact the math identity of English language learners. A quantitative research survey instrument including five major themes that was generated from the frameworks in the literature review was used, and then followed by semi-structured interviews to address the research question. The data collected from the survey indicated that participants do believe that equitable teaching practices would impact the math identity of ELLs via: conveying high expectations, language support, modifying lessons, mathematical tasks and mathematical tools. Building on the survey results, interviewees furthermore informed that all these factors have presented influence on the math identity of ELLs in their classrooms. The results also show that there is a need to validate using mathematical tools in the math classroom.
Research Methodology
Interview, Survey (attitude scale, opinion, questionnaire)
Keywords
ESL/ ELLs, Mathematics, Multicultural Education, Equity
Recommended Citation
Segelstrom, Xiaomei, "How Equitable Teaching Practices Impact the Mathematical Identity of English Language Learners from Teachers’ Perspectives" (2023). School of Education and Leadership Student Capstone Theses and Dissertations. 4582.
https://digitalcommons.hamline.edu/hse_all/4582
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations