Cross case analysis of three middle school mathematics teachers
Abstract
Description
This cross-case analysis was designed to investigate the instructional practices
middle school mathematics teachers use in classes with English language learners
(ELLs); how the different practices result in differential student achievement; the types of
professional development middle school mathematics teachers attend; and what effect the
mathematics teachers’ academic background have on the academic achievement of ELLs.
The study was facilitated by the use of data from lesson plans, observations, interviews,
academic background, and professional development sessions for three seventh-grade
mathematics teachers and their students’ proficiency on the seventh-grade mathematics
state achievement.
Investigation of the lesson plans, observations and classroom culture led to three
conclusions on the importance of creating appropriate lesson plans, implementing those
lesson plans and creating respectful yet challenging learning environments to foster the
learning of diverse students. Examination of the mathematics teachers’ academic
background and professional development established a positive relationship between
academic background and professional sessions attended and student-achievement
outcomes. The relationships were significant predictors of achievement in mathematics.
Results indicate that mathematics teachers of second language learners should learn and
implement teaching and learning strategies that support literacy development and
enhance the understanding of mathematics.
Keywords: English language learners, middle school mathematics, secondary
mathematics classrooms, literacy and mathematics, disciplinary literacy
PDF; 327 pgs.
PDF; 327 pgs.