Research, Reflection, and Practice: Culturally Responsive Mathematics Teaching and English Language Learners
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Culturally responsive teaching is a dynamic form of teaching that builds on and supports students' home culture. The strategies that we recommend in this article for English Language Learners (ELL) are based on research or classroom experience. We provide real-life examples of how the second author, Gilberto Lobo, implements these ideas in the context of data analysis.
Footnotes
Diane Torres-Velasquez teaches classes in bilingual special education and methods in special education for mathematics and science. She is interested in the development of scientific and mathematical literacy, especially with English language learners.
Gilberto Lobo teaches the mathematics/science Spanish component of a dual language program for fifth graders. He serves on the board of directors of Dual Language New Mexico.
Edited by Julie Cwikla, julie_cwikla@yahoo.com, University of Southern Mississippi Gulf Coast, Long Beach, MS 39560, and Armando Martinez-Cruz, amartinez-cruz@fullerton.edu, California State University—Fullerton, Fullerton, CA 92834. Readers are encouraged to send manuscripts appropriate for this section to “Research, Reflection, Practice,” TCM, 1906 Association Dr., Reston, VA 20191-1502; or send electronic submissions to tcm@nctm.org.
