English Learners in K-12 Mathematics Education: A Review of the Literature

Autor/inn/en	de Araujo, Zandra; Roberts, Sarah A.; Willey, Craig; Zahner, William
Titel	English Learners in K-12 Mathematics Education: A Review of the Literature
Quelle	In: Review of Educational Research, 88 (2018) 6, S.879-919 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654318798093
Schlagwörter	English Language Learners; Bilingual Students; Mathematics Education; Elementary School Students; Secondary School Students; Mathematics Instruction; Hispanic American Students; Immigrants; Mathematics Skills; Language Proficiency; Nonverbal Communication; Mathematics Achievement; Language of Instruction; Mathematics Teachers; Teacher Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Language skills; Sprachkompetenz; Non-verbal communication; Nonverbale Kommunikation; Mathmatics sikills; Mathematical ability; Teaching language; Unterrichtssprache; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung
Abstract	Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K-12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K-12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01