Enhancing Mathematical Instruction for Emergent Bilinguals Through Collaborative Situated Professional Development
This study investigates the shifts in high school mathematics teachers’ instructional practices when working with emergent bilinguals (EBs) after participating in a collaborative situated professional development (CSPD) program alongside researchers. Over the course of one academic year, the teachers engaged in co-planning, co-teaching, and co-reflecting sessions with the research team while integrating research-based strategies to support EBs in learning mathematics. The CSPD also emphasized implementing cognitively demanding and contextually relevant mathematical tasks.
This study investigates the shifts in high school mathematics teachers’ instructional practices when working with emergent bilinguals (EBs) after participating in a collaborative situated professional development (CSPD) program alongside researchers.