Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual Framework
This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/6/778 |
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| author | Margarita Jiménez-Silva Robin Martin Rachel Restani Suzanne Abdelrahim Tony Albano |
| author_facet | Margarita Jiménez-Silva Robin Martin Rachel Restani Suzanne Abdelrahim Tony Albano |
| author_sort | Margarita Jiménez-Silva |
| collection | DOAJ |
| description | This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets. Teachers implemented discussion-rich mathematical tasks, supported by language scaffolds and culturally relevant contexts, to foster students’ mathematical reasoning and communication. This approach was particularly impactful for multilingual learners, whose language use and problem-solving strategies were both valued and elevated. This paper also discusses the opportunities and challenges of DBR and research–practice partnerships, including flexibility in implementation and navigating district-level priorities. Insights underscore the importance of practitioner agency, asset-based pedagogy, and the co-construction of professional learning. The ILMP framework offers a scalable, equity-oriented model for improving integrated language and mathematics instruction in diverse elementary classrooms and beyond. |
| format | Article |
| id | doaj-art-d67db4e62b2b4a1382ac1e3ef14b0494 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-d67db4e62b2b4a1382ac1e3ef14b04942025-08-20T03:27:32ZengMDPI AGEducation Sciences2227-71022025-06-0115677810.3390/educsci15060778Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual FrameworkMargarita Jiménez-Silva0Robin Martin1Rachel Restani2Suzanne Abdelrahim3Tony Albano4School of Education, University of California Davis, Davis, CA 95616, USASchool of Education, University of California Davis, Davis, CA 95616, USASchool of Education, University of California Davis, Davis, CA 95616, USASchool of Education, University of California Davis, Davis, CA 95616, USASchool of Education, University of California Davis, Davis, CA 95616, USAThis conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets. Teachers implemented discussion-rich mathematical tasks, supported by language scaffolds and culturally relevant contexts, to foster students’ mathematical reasoning and communication. This approach was particularly impactful for multilingual learners, whose language use and problem-solving strategies were both valued and elevated. This paper also discusses the opportunities and challenges of DBR and research–practice partnerships, including flexibility in implementation and navigating district-level priorities. Insights underscore the importance of practitioner agency, asset-based pedagogy, and the co-construction of professional learning. The ILMP framework offers a scalable, equity-oriented model for improving integrated language and mathematics instruction in diverse elementary classrooms and beyond.https://www.mdpi.com/2227-7102/15/6/778multilingual learnersteacher professional developmentTK-12 mathematicslinguistic scaffoldsculturally responsive pedagogydesign-based research |
| spellingShingle | Margarita Jiménez-Silva Robin Martin Rachel Restani Suzanne Abdelrahim Tony Albano Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual Framework Education Sciences multilingual learners teacher professional development TK-12 mathematics linguistic scaffolds culturally responsive pedagogy design-based research |
| title | Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual Framework |
| title_full | Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual Framework |
| title_fullStr | Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual Framework |
| title_full_unstemmed | Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual Framework |
| title_short | Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual Framework |
| title_sort | supporting multilingual students mathematical discourse through teacher professional development grounded in design based research a conceptual framework |
| topic | multilingual learners teacher professional development TK-12 mathematics linguistic scaffolds culturally responsive pedagogy design-based research |
| url | https://www.mdpi.com/2227-7102/15/6/778 |
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