Accessing perceptions of high school teachers about the influence of language and culture in the mathematics learning of English Language Learners (ELL) students.

Abstract

This study discusses the challenges faced by high school teachers in providing an environment that successfully maximizes the learning experiences of English Language Learners (ELL) students. It also focuses on the perceptions of these teachers concerning the challenges faced by ELL students in relation to standardized high-stakes tests. In this regard, one of the purposes of this study is to determine how these perceptions are influenced by an understanding of the influences of the diverse linguistic and cultural backgrounds of ELL students on their academic performance in mathematics. Another purpose is to describe pedagogical approaches such as culturally relevant education and ethnomathematics that high school teachers may implement in their classrooms to meet the educational needs of these students.