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

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 mu...

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Bibliographic Details
Published in:The Urban review 2006-06, Vol.38 (2), p.101-143
Main Authors: Ganesh, Tirupalavanam G, Middleton, James A
Format: Article
Language:English
Subjects:
Academic Achievement
Computer Software
Cultural Differences
Disadvantaged Schools
Educational Technology
Educationally Disadvantaged
Elementary School Mathematics
Elementary School Teachers
English (Second Language)
English Language Learners
Grade 2
Immersion Programs
Instructional Materials
Language Impairments
Manipulative Materials
Mathematics education
Mathematics Instruction
Mathematics Teachers
Minority Group Children
Multigraded Classes
School Districts
Second Language Learning
Students
Teacher Attitudes
Technology Integration
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Summary: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.
ISSN:0042-0972
1573-1960
DOI:10.1007/s11256-006-0025-7