ERIC Number: ED429121
Record Type: RIE
Publication Date: 1999
Mathematics Reform, Language Proficiency, and Teachers' Assessment of Students' Understanding.
Rhine, Steven M.
The new emphasis on communication of ideas and problem solving in mathematics teaching places an additional burden on limited English proficient (LEP) students with relatively poor language skills and their teachers. This research addresses the question of how students' language proficiency affects teachers' assessment of students' mathematical understanding. Participants were 20 intermediate grade teachers who taught both LEP and non-LEP students. Qualitative analysis of tutoring sessions between teachers and LEP and non-LEP students reveals that teachers teach differently with each group and know less about LEP students' mathematical understanding than non-LEP students' understanding. Quantitative analysis of teachers' predictions of students' success on a test of fractions indicates that teachers underestimate the success of LEP students more than they underestimate the success of non-LEP students. Staff development for teachers of LEP students should include their own examination of how they teach and their underlying assumptions about students' understanding. (Contains 5 figures and 35 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A