Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
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.
Interview, Survey (attitude scale, opinion, questionnaire)
ESL/ ELLs, Mathematics, Multicultural Education, Equity
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.
School of Education Student Capstone Theses and Dissertations