Knowledge for Equitable Mathematics Teaching: The Case of Latino ELLs in U.S. Schools

Authors

Aaron T. Wilson, The University of Texas Rio Grande ValleyFollow

Document Type

Article

Publication Date

2-2016

Abstract

This paper reports the exploration of an aspect of knowledge needed for equitable mathematics teaching. Pedagogical Content Knowledge for Teaching Mathematics to English Language Learners (PCK-MELL) was proposed as a theoretical knowledge construct, a subdomain of MKT, and the construct was investigated through a process of survey instrument development and administration. The survey contained items intended to measure teachers’ knowledge of the obstacles encountered by ELLs in math classes, of the resources that ELLs draw upon, and of instructional strategies for teaching ELLs. Analysis of middle school mathematics teachers’ responses (N = 42) offered insights into how to improve the reliability and measurement validity of this sort of instrument, as well as directions for further theory development.

Comments

Copyright the Author.

Recommended Citation

Wilson, Aaron T. "Knowledge for equitable mathematics teaching: The case of Latino ELLs in US schools." The Mathematics Enthusiast 13, no. 1 (2016): 111-129. https://doi.org/10.54870/1551-3440.1368

Publication Title

The Mathematics Enthusiast

DOI

10.54870/1551-3440.1368