Designing Professional Development to Support Teachers’ Productive Beliefs, Knowledge, and Practices for Teaching Mathematics to English Language Learners

Abstract

This chapter describes a professional development (PD) program for teachers of mathematics who teach English language learners (ELLs). Participants received instruction in second language acquisition as well as cultural and linguistic factors that may influence ELLs’ learning, practices to support ELLs’ learning of mathematics, growth mindset in the mathematics classroom, and mathematical knowledge for teaching rational numbers. The program included two summer institutes in subsequent summers, coaching visits, workshops during the school year, and a mathematics summer camp for ELLs. The authors suggest PD designers keep six principles in mind when supporting teachers of mathematics’ development of productive beliefs, knowledge, and practices needed to effectively teach ELLs.