[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583775-105":59,"doc-detail-583775-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","equitable-math-instruction-for-californias-multilingual-students-research-in-brief","Equitable Math Instruction for California’s Multilingual Students - Research in Brief","","Teacher perspectives analyze how California’s multilingual students, including English Learners, experience math instruction and language supports. Drawing on a 2021 national survey by the English Learners Success Forum and exploratory analysis of 156 California math teachers, the resource highlights gaps in curricular alignment, relevance, and feedback on developing math language. Findings indicate district curricula often fall short, prompting state and local education leaders to revise frameworks and improve instructional materials.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equitable-math-instruction-for-californias-multilingual-students-research-in-brief/583775/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/equitable-math-instruction-for-californias-multilingual-students-research-in-brief/583775.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the brief address about math instruction for multilingual students?","Question",{"text":112,"@type":113},"It addresses gaps in instructional materials that integrate evidence-based language and literacy support, especially for English Learners in K–12 math.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"A national survey was fielded in summer 2021 by the English Learners Success Forum, and an exploratory analysis focused on responses from 156 California math teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the four key findings suggest about current curricular materials?",{"text":121,"@type":113},"They suggest that many materials are not sufficiently aligned to support English learners’ needs: fewer than half help tailor instruction, many lack relevance, and most do not support assessing or providing feedback on math language development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583775,1792062023,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","RESEARCH IN BRIEF  \nTeacher perspectives on pathways for equitable math instruction for California’s multilingual students  \nPRESENTED BY The Education Trust—West  \nA P R I L 2 0 2 2  \nEQUITABLE MATH INSTRUCTION FOR CALIFORNIA’S MULTILINGUAL STUDENTS  \nAUTHORS  \nWILLIAM ZAHNER, SAN DIEGO STATE UNIVERSITY, AND ENGLISH LEARNERS SUCCESS FORUM  \nLYNDA WYNN, CALIFORNIA STATE UNIVERSITY STANISLAUS, AND ENGLISH LEARNERS SUCCESS FORUM  \nABIGAIL AMOAKO KAYSER, CALIFORNIA STATE UNIVERSITY FULLERTON, AND ENGLISH LEARNERS SUCCESS FORUM  \nOver one million of California’s students–nearly 20%–are classified   \nas English Learners (ELs), and in 2019, 87. 4% of those students did not meet grade-level expectations formath standards. As educators and policymakers consider how to improve the education forELs in K-12 schools, they must prioritize adopting and using instructional materials that integrate evidence-based language and literacy support. Instructional materials can be a valuable resource for teaching and learning (Ball & Cohen, 1996), and researchers have found significant gains in student achievement when teachers use high-quality, standards-aligned instructional materials (Koedel & Polikoff, 2017; Koedel et al., 2017; Reyset al., 2003). However, many teachers of multilingual students do not have access to instructional materials that are appropriate for their students. Research in mathematics education tells us that teachers who receive comprehensive professional development around instructional strategies that center on the learning needs of ELs are better equipped to encourage their EL students’ability to participate in classroom discussions (Chval et al., 2014; Zahner et al., 2021). Participation in discussion-based lessons is, in turn, associated with increased learning outcomes (Banes et al., 2020;  \nO’Connor et al., 2015).   \nEquitable math instruction for California’s multilingual students  \nThis resource promotes the use of asset-based language in describing students and identifying ways our education systems can best support them. To that end, we frequently describe students as “multilingual” and“emergent bilingual” to recognize the linguistic assets they bring with them into the context of schooling. However, we recognize that the term “English learner” is still frequently used in the field and is referenced in foundational documents such as California’s English Learner Roadmap.Therefore, depending on the context and references, readers will see a range of terms used to describe this student population.  \nIn the summer of 2021, the English Learners Success Forum (ELSF) fielded a national survey.1 It examined teachers’ views of the value of their instructional materials for teaching ELs and identified areas where the curriculum could better support English learners’ access to grade-level mathematics content and language standards. In an exploratory analysis of the responses from the 156 California math teachers who took the survey, four key findings emerged:  \n1. Elementary teachers broadly used the curriculum adopted by their district, while most secondary teachers used self-created materials on a daily basis.  \n2. Most teachers reported that their curricular materials were aligned with the math content standards.Yet, only half responded that their materials helped them to tailor instruction to support English learners.  \n3. The majority of teachers reported that their materials lack relevance for students.  \n4. The majority of teachers reported that their materials do not support them to assess or provide feedback on English learners’ development of math language.  \nThese findings indicate that district curricula are falling short of adequately serving multilingual students and their teachers. It is critical that policymakers at the state and local levels listen to the experiences of teachers of English learners as they make decisions about the curriculum—decisions that will have a daily impact on students and teachers. In ","cbCaie8MJiOhVLyk","https://ap.wps.com/l/cbCaie8MJiOhVLyk","pdf",330997,"English","# Research in Brief\n## Background: Equitable instruction needs\n## Survey overview and methods\n## Four key findings from teacher survey\n## Implications for policy and curriculum adoption","[{\"question\":\"What problem does the brief address about math instruction for multilingual students?\",\"answer\":\"It addresses gaps in instructional materials that integrate evidence-based language and literacy support, especially for English Learners in K–12 math.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"A national survey was fielded in summer 2021 by the English Learners Success Forum, and an exploratory analysis focused on responses from 156 California math teachers.\"},{\"question\":\"What do the four key findings suggest about current curricular materials?\",\"answer\":\"They suggest that many materials are not sufficiently aligned to support English learners’ needs: fewer than half help tailor instruction, many lack relevance, and most do not support assessing or providing feedback on math language development.\"}]","Equitable Math Instruction for California’s Multilingual Students - Research in Brief | PDF",1792048356,18]