Developing and Fostering a Positive Mathematics Identity for Multilingual StudentsFrom the TODOS/MET Grant

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Hello!Nichole Lindgren

Julianna Fitzpatrick2

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Who am I?

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Who am I?

I am

I enjoyI believe

I can

One day I willI am learning

Roll the die and complete the sentence

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Who you are impacts what and how you teach.

Our identity is the very core of who we are as human beings. From birth, we are subject to how we are thought about, treated and cared for by the significant persons in our lives as well as by others in multiple environments.

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Our ideas about self are largely a reflection of others’ ideas about us, good and bad or in between. Schools have an enormous influence on how we come to see ourselves, the hopes and dreams we acquire and our achievement motivation.

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Who you are impacts what and how you teach.

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Fostering Support of Mathematics Learning in Multilingual Classrooms (Pre-K-12)Funded by TODOS and NCTM.

The purpose of this grant is to provide financial assistance to pre-K-12 schools for in-service to increase understanding and expertise in fostering support of multi-language development when teaching mathematics. The proposed project must explicitly support the implementation of equitable and rigorous mathematics teaching that incorporates students' languages and cultures in their learning of mathematics.

Immersiona short film by Richard Levien

http://www.immersionfilm.com/

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As you watch, think about what messages Moises might be unintentionally receiving about his multilingual identity and/or his mathematics identity

Immersion, a short film by Richard Levien

http://www.immersionfilm.com/

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Developing and Fostering a Positive Mathematics Identity for Multilingual Students

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North Springfield Student Population

496

Data as of September 30, 2017

Multilingual Student

Population334 or 67%

English Learner Student

Population136 or 27%

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Mathematics IdentityWe define mathematics identity as the dispositions and deeply held beliefs that students develop about their ability to participate and perform effectively in mathematical contexts and to use mathematics in powerful ways across the contexts of their lives. Depending on the context, a mathematics identity may reflect a sense of oneself as a competent performer who is able to do mathematics or as the kind of person who is unable to do mathematics.

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Agenda

Revisiting Multilingual & Mathematics IdentitiesMisconceptions About Multilingual Students & FamiliesBreakMultilingual Students in FCPS & NSESAccessing & Understanding English Learner DataLunchEquity Based Practices and Multilingual StudentsBreakApplication of Equity Based PracticesIndividual and Team Goal Setting

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Adapted from: 10 Assumptions to Rethink About English-Language LearnersBy Anabel Gonzalezhttps://www.edweek.org/tm/articles/2016/11/01/10-assumptions-to-rethink-about-english-language-learners.html?r=1829451012&mkey=1159D0DA-C710-11E8-893B-4300C919EBCD&print=1

Understanding the Language Students Have

? Read from right to left

? Reading horizontally reflects the language a student has at that level

? Reading a dimension from bottom to top reflects a continuum

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5 equity based practices● Going deep with mathematics● Leveraging multiple mathematical

competencies● Affirming mathematics learners’

identities● Challenging spaces of marginality● Drawing on multiple resources of

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Application with Task

Use the equity based practices and the assessment/guiding questions and considerations for multilingual students to plan for the task. Also think about how the task might be facilitated

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Next Steps

Kindergarten Learning: Tasks with multiple entry points

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First Grade Learning: Supporting the use of mathematical language

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Second Grade Learning: Supporting the use of mathematical language

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Second Grade Learning: Purposeful Questioning

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Second Grade Learning: Purposeful Questioning

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Second Grade Learning: Purposeful Questioning

Second Grade Learning: Purposeful Questioning

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Third Grade Learning: Questioning, Focusing vs. Funneling

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Fourth Grade Learning: Mathematics Language Routines

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Fifth Grade Learning: Metacognition and Thinking Routines

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What is your mathematics identity?I am an advocate for all mathematics learners.I can coach teachers teaching elementary mathematics.I believe all students are capable of thinking deeply about mathematics.I enjoy solving mathematics problems.I am learning to give up control in the mathematics classroom.One day I will write a book about teaching mathematics.

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What is your mathematics identity?

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I am… I can…

I enjoy… I am learning…

I believe…

One day I will...

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Tell your story: Think about your mathematics identity. What has impacted the way you think about mathematics, the way you think about yourself as a mathematician, and the way you think about teaching mathematics?

http://bit.ly/mathidentity(responses are anonymous)

Consider:● Experiences related to race, class,

gender, language, and/or culture ● School experiences● Social experiences

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Thank you for coming!

Nichole Lindgren@m4thn3rd

Julianna Fitzpatrick@TchrFitz

https://www.todos-math.org/

SAVE THE DATE!

June 25 - 27, 2020

Scottsdale Plaza Resort, AZ