EQUITY JOURNAL II Supporting Mathematical Reasoning and Sense Making for English Learners in the article, Supporting Mathematical

Reasoning and Sense Making for English Learners, Moschkovich addresses the common misconception that English Learners are at a disadvantage in the math classroom. In particular, she points out two issues that do not accurately depict student ability: the label English learner and the complexities of language proficiency (Moschkovich 18). Instead of being misguided by the ambiguous term and the supposed complexities of language proficiency, Moschkovich asserts that it is important for teachers to view language as a resource rather than a deficiency (19). Moreover, focusing and emphasizing on academic achievement is key as opposed to viewing language as a setback. Teachers who establish strong communication between students and home, set high expectations for all students, and modify the curriculum to best fit the needs of students exemplify high success amongst students. The dialogue between bilingual students and their teacher reveal that students can communicate mathematical arguments and demonstrate mathematical connections regardless of their language proficiency or code switching. In addition, as the teacher facilitated mathematical understanding, she did not denounce multiple meanings and saw them as obstacles, but worked further for student understanding (building from the students' existing knowledge and helping students make connections). All educators should be cognizant of the misconceptions behind English learning students. Proficiency or non proficiency in English should not be seen as a drawback for students and teachers. Rather, math teachers should recognize that there are methods to establish multiple ways for students to learn mathematical concepts. Part of learning is for students to communicate their mathematical thinking to the teacher and one another regardless of language proficiency. Although it is necessary for teachers to explain mathematics using math terminology to set a standard in the classroom and to provide students with a clear understanding, at times it may be more beneficial for teachers to reason with students mathematical, building from student knowledge. As demonstrated from the teacher-student dialogues-code switching, making hand gestures, analyzing graphs, listening, and debating--all contributed to making connections to important math concepts. As a result, it is important for math educators to recognize that the learning of mathematical concepts does not solely require strong language proficiency but instead honing mathematical reasoning and sense making. This article revealed that as a future mathematics teacher, I will more than likely have students that may or may not have a strong English proficiency; nevertheless, proficiency or non proficiency in English must not hinder my expectations on students' mathematical abilities. One of the main things that stood out to me from reading this article which parallels other topics concerning students mathematics achievement is the notion of setting high expectations for all students. I can say from my experience in middle and high school that the most challenging classes in which teachers set high standards on all students made the strongest impact and was the most rewarding. As I definitely agree that it is critical for teachers to set high expectations on all students, in what ways are teachers able to instill this mindset on students? Something else that I have been grappling with is, how are grades associated to high expectations?