A Sense of Belonging for Multilingual Learners

Autor/inn/en	Jennifer M. Suh; Emily T. Keffer; Jamie J. Stratford; Jessica L. Penley; Stephanie C. Calabrese; Ellen T. Leach; Kendall M. Helton
Titel	A Sense of Belonging for Multilingual Learners
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 119 (2026) 3, S. 197-206 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Forschungsbericht; Communities of Practice; Faculty Development; Sense of Belonging; Multilingualism; Student Needs; Inclusion; Student Diversity; Mathematics Instruction; Culturally Relevant Education; Kindergarten; Grade 1; Grade 2; Grade 3; English (Second Language); Teaching Methods; Learning Activities; Prompting; Lesson Plans + Suchen Sie Ihr Suchwort? Community; Mehrsprachigkeit; Multilingualismus; Inklusion; Mathematics lessons; Mathematikunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Benutzerführung; Lesson planning; Unterrichtsplanung
Abstract	This article describes Lesson Study, a teacher-led professional development endeavor with multiple grade levels that was designed with special attention to honoring student thinking, positioning students as mathematicians, and maintaining cognitive demand for multilingual learners. This was complex work, involving teaching teams across four grade levels with the support of their mathematics coaches. By focusing on the needs of multilingual learners during the research lesson, the authors adopted an inclusive approach that ultimately supported the learning of all students. This article offers illustrations, from both the classroom and the teachers' subsequent collaborative reflections, of teaching practices that can support a sense of belonging for multilingual learners. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/3/08