The purpose of this study was to explore the beliefs middle school mathematics teachers have about ELLs, to identify the strategies used to help ELLs, to explore the support teachers need to teach ELLs, and understand some of the experiences of ELLs in mainstream mathematics classrooms. In addition to student and teacher interviews, 106 middle school mathematics teachers from 11 school systems completed a questionnaire. The qualitative portion of the data is presented here.
|Original language||English (US)|
|Number of pages||13|
|Journal||Journal of Contemporary Research in Education|
|Publication status||Published - Apr 2013|