The purpose of this empirical-phenomenological study was to reveal the lived experiences of monolingual Southeast Texas intermediate mathematics teachers who instruct ELL students. The study addressed a lack of knowledge about ELL mathematics instruction by monolingual teachers. The first theme pertained to complex mathematical word problems that represent linguistic challenges leading to student text anxiety. The second theme encompassed the linguistic assumptions by teaching staff that include assumptions about the language of mathematics and assumptions about ELL language acquisition. The third theme stemmed from the expressed demographic changes involving ELL students in the mathematics classroom that included changes in classroom climate. The fourth theme revolved around the challenges the teachers identified regarding communication with parents of ELL students. The fifth theme pertained to the high pressure that teachers expressed from administration and the general community to improve strategies for ELL mathematics instruction and testing. The sixth theme reflected teachers' interests in better professional development programs for ELL mathematics instruction. The seventh theme emerged from teachers' expressions about instructional strategies, with focus on key words in mathematics and the breakdown of complex mathematical word problems. Recommendations for leadership and suggestions for future research stemmed from these findings.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 77/04(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, English as a Second Language, Secondary education|
|Keywords:||Curriculum development, ELL education, Math education, Secondary education|
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