How Can We Meet the Needs of Newcomers in Math?
by Jim Ewing
Who Are Newcomers, and What Is “Positioning“?
When we refer to newcomers, we are referring to students who have recently moved from another country. The focus of this article is to offer strategies for students who are learning a new language and culture.
When we pick up a book to read to students, we are positioning those students who relate to the book to be successful. When we give our students math word problems, we position certain students who can relate to those problems to be successful. We are always positioning some students to be successful. For example, if we ask students to solve word problems about shopping online, it will be more motivating for those students who are familiar with that type of shopping. Let’s learn how to intentionally position newcomers to be successful in math.
The Need for Positioning Newcomers
Solve the problem below:
What is worth more, three tries and two conversions or two tries, two conversions, and two goal kicks? Please show your work.
If you are not familiar with rugby, you will struggle to solve the problem above. Furthermore, this problem is in English. Imagine you are a newcomer who struggles to understand the context as well as the language in the math curriculum. I can’t assume that you are not good at math if you did not answer the problem above. Instead, I need to be better at providing you with strategies.
After this simulation, it should be clear why it is important to learn strategies to meet the needs of newcomers—they are learning math in a language and culture that is new for them. Below are five tips that may help newcomers be successful.
I. Choose Tasks Newcomers can Relate to
I observed a teacher ask a question about a caboose, a passenger car, and a boxcar. The newcomers not only struggled with the English; they also did not know what a caboose was in their own language. Of course, the teacher could have shown a video or pictures of a caboose, but wouldn’t it be more efficient to start with a word problem the students could relate to and were motivated to solve? When we choose tasks newcomers can relate to, we do not have to lower the level of academic content.
II. Tie Literature into the Curriculum
We can bring math alive and develop language by reading a short book to our students. However, which books should we read to newcomers? How many children’s books can you name in which the main character is a multilingual learner or a newcomer? I could not find many, so I wrote one about my stepson. Typically, we use pizza to teach students about fractions. My stepson likes pizza, but he loves enchiladas verdes. The teacher could motivate my stepson to solve fractions by asking him questions about enchiladas.
Let’s read books that our newcomers can relate to. Then we can write word problems based on the book. Click here if you want to know more about Juan José, You are Especial.
III. Foster a Sense of Belonging
In her dissertation, Dr. Carol Salva (2022) explains that one of the most important factors of newcomers’/multilingual learners’ success is if they have a sense of belonging. For example, students who enrolled in after-school activities received higher grades in school because they felt part of something. With this in mind, let’s intentionally position our newcomers so they can have a sense of belonging. Common practice is to ask students to “look after” newcomers. However, if we constantly ask students to help newcomers, we may be positioning them to be needy (Chaval, 2021). In other words, with the aid of visuals and sentence stems, and by using some words of their own language, newcomers can assist their peers in learning math.
IV. Focus on Perseverance More Than Speed
In literacy, it is common to ask students to read more slowly or carefully. Let’s do the same in math class. This practice will be effective for many students but may be imperative for newcomers if they need to translate word problems. Furthermore, newcomers may already be used to persevering as they have practice in it from learning a new language.
V. Engage Newcomers with Non-Latin-Based Languages
“Jim, I speak a little Spanish and can help my newcomers who speak Spanish, but how do I help my students who speak Farsi?” (Dallas, 2023)
I was coaching teachers and one asked how to meet the needs of students who speak Farsi. We Googled how to say “one” (yek) and “two” (do). The number two (do) is pronounced like the first syllable in “doughnut.” Now, when this teacher numbers off in twos, instead of saying it in English, she numbers off in Farsi. The students who speak Farsi feel valued with this simple addition, and the rest of the class is learning a few words in another language. This is an example of how we can position our students with minimal effort. You can do this with your newcomers, too. Below is a chart of the numbers “one” and “two” in some common languages. If you have a student who speaks a different language, just Google how to pronounce the numbers “one” and “two” in that language, and number off in that language instead of in English.
The Numbers One and Two in Various Languages
| ENGLISH | TAGALOG | VIETNAMESE | ARABIC | CHINESE (Simplified) |
| One | Isa | một | wahid | Yī |
| Two | dalawa | hai | aithnayn | Èr |
After reading this blog, reflect on how you can meet the needs of newcomers in math. Learning content in a second language can be challenging. However, if we position newcomers, they can be successful.
References
Chval, K. B., Smith, E., Trigos-Carrillo, L., & Pinnow, R. J. (2021). Teaching Math to Multilingual Students, Grades K-8: Positioning English Learners for Success. Corwin.
Ewing, J (2021). Math for Els: A “PATH” for success: 4 mindsets to ensure success for English learners. TEPSA Leader, 34(4), 1-4.
Salva, C. L. (2022). Persistence of Students with Limited or Interrupted Formal Education (Doctoral dissertation, University of St. Thomas (Houston)).
Upcoming Opportunities
Dr. Ewing offers many trainings to meet the needs of emergent bilinguals. Click here to learn more about the ways Dr. Ewing can work with leaders or teachers at your campus.
Seidlitz Education 