Developing language-responsive mathematics classrooms

Learning maths involves reasoning about abstract ideas, making connections between ideas and their representations, developing arguments and justifications, and solving a range of problems. These skills are essential. However, reliance on language and communication makes the learning process difficult for students who experience linguistic challenges. Existing research has tended to focus on the nature, sources, and educational implications of these challenges.

This collaborative project designed a collection of professional development materials to support teachers and students to address the linguistic aspects of teaching and learning linear equations (algebra), angle properties (geometry), and probability (statistics).

The intended outcomes for these materials include:

1. Improving classroom content, planning, practice, and assessment that considers and supports the language-responsive aspects of mathematics teaching and learning.
2. Improving understanding of the nature of mathematical learning and communication through examination of classroom discourse.
3. Providing evidence-based recommendations to help build teachers’ confidence in handling students’ contributions in classroom discussions around demanding tasks.