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Challenges in Linguistically and Culturally Diverse Elementary Settings with Math Instruction Using Learning Technologies
ARTICLE

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Urban Review: Issues and Ideas in Public Education Volume 38, Number 2, ISSN 0042-0972

Abstract

This research effort reports the findings of an empirical study focusing on the ways in which technological tools are implemented specifically in mathematics education in a Title I school. The purpose was to identify the perspectives and actions of the school's mathematics specialist and the multi-graded (grades 2-3) classroom teacher as they attempted to deliver instruction with technology for both English Language Learners (ELL) and non-ELL students. Findings showed that a critical factor in access to mathematics education and technology for ELL students in a multi-graded 2-3 classroom in a Title I (K-5) school setting was "language." Although potentially powerful technologies--analog (concrete objects) and digital (software) were used, many ELL students could not access the content solely because of language difficulties. Teachers used the concrete objects as modeling tools, to reveal students' thinking, and for communication of foundational mathematics. Conversely, the software used served none of these functions because the available software did not do the kinds of things the manipulatives did, teachers' knowledge of exemplary software was insufficient, the school used an impoverished model of technology integration, and teachers were constrained by the school district's policies of English immersion for ELL students.

Citation

Ganesh, T.G. & Middleton, J.A. (2006). Challenges in Linguistically and Culturally Diverse Elementary Settings with Math Instruction Using Learning Technologies. Urban Review: Issues and Ideas in Public Education, 38(2), 101-143. Retrieved October 24, 2019 from .

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