2019 MidSchoolMath National Conference

In this session, we will share a research protocol developed to support the mathematical learning of English Learners (ELs). The goal is for the tool, the “Discursive Assessment Protocol” (DAP), to support equitable mathematical learning of ELs, while providing teachers with a useful tool aligned with best practices and the CCSS-M Mathematical Practices. Given the lack of tools that teachers have to support the learning and achievement of ELs, we believe that the development of a formative assessment tool such as the DAP is important to support teachers of ELs to have detailed assessment information about their students’ mathematical strengths. We hypothesize that the use of the DAP will also help teachers have a better understanding of EL students’ thinking in mathematics, which will lead to improved instruction and enhanced student learning and achievement. Additionally, the research team believes the tool is significant not just for cognitive reasons, but also because the tool has the potential to support teachers to develop positive and impactful academic relationships with their Latino/a students (Kitchen, Burr, & Castellon, 2010). This is noteworthy given the plethora of examples in the research literature documenting how teachers and administrators seldom form the sort of meaningful relationships with youth valued within Latino/a culture (e.g., see, Suárez-Orozco, 1989; Valenzuela, 1999).

Participants will have opportunities to solve tasks aligned with grade 5-6 CCSS Standards in Number & Operations – Fractions. Participants will also share their mathematical solutions to these sample tasks with others. Teams will then view videos of 6th grade ELs solving these same mathematical tasks and, with the aid of prompts, examine issues related to equity and access and teacher moves made to support equity and student access.