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

Type

text

Publisher

Hamline University

Format

application/pdf

Source

School of Education Student Capstone Theses and Dissertations at Hamline University

Download

Included in

Education Commons

Share

COinS