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- W2891659204 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." @default.
- W2891659204 created "2018-09-27" @default.
- W2891659204 creator A5003482705 @default.
- W2891659204 creator A5009587497 @default.
- W2891659204 creator A5011558553 @default.
- W2891659204 creator A5031762344 @default.
- W2891659204 date "2018-09-07" @default.
- W2891659204 modified "2023-10-10" @default.
- W2891659204 title "English Learners in K–12 Mathematics Education: A Review of the Literature" @default.
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