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• W1501117009 abstract "Kindergarten Teachers’ Perceptions of Barriers English Language Learners Face in Mathematics by Martha A. Franklin MA, California State University, Fresno, 1999 BS, California State University, Fresno, 1987 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University April 2013 Abstract There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers’ perceptions regarding English language learner’s access to the mathematics curriculum andThere is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers’ perceptions regarding English language learner’s access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such as learning mathematics concepts. Individual interviews of 8 kindergarten teachers were conducted to understand kindergarten teachers’ perceptions of the barriers ELLs face in accessing the math curriculum. The interviews were recorded, transcribed, and categorized using typological analysis. Answers to the interview questions were segregated into the categories of professional development, needs of students, and base mathematics program materials. The central finding was that the base program was perceived as a barrier for ELLs. Evaluation of the existing mathematics curriculum for effectiveness is recommended. This study may contribute to social change by increasing educator and stakeholder awareness of the barriers ELLs face in accessing the mathematics curriculum. This study also provides guidance to policymakers and educators information to develop culturally competent mathematics instruction, thereby assisting ELL students in overcoming barriers to learning mathematics. Kindergarten Teachers’ Perceptions of Barriers English Language Learners Face in Mathematics" @default.
• W1501117009 created "2016-06-24" @default.
• W1501117009 creator A5064591328 @default.
• W1501117009 date "2013-01-01" @default.
• W1501117009 modified "2023-09-28" @default.
• W1501117009 title "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." @default.
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