Noticing Multilingual and Non-dominant Students’ Strengths for Learning Mathematics and Science

Abstract

This chapter examines the strengths multilingual and non-dominant learners bring to school for learning mathematics or science. We connect research on learners’ strengths from two sets of literature: research in mathematics education and in science education. The examples illustrate how research in mathematics and science education can inform policy and teaching in multilingual classrooms. This research assumes that learners from multilingual communities bring strengths, not deficits, to classrooms. We provide and illustrate three recommendations for effective policies and teaching: (1) noticing learners’ strengths, (2) recognizing mathematics and science practices, and (3) expanding what counts as practices in STEM disciplines. We use examples from previously published research in United States classrooms to illustrate how to notice the strengths multilingual learners bring to learning math and science, recognize practices associated with STEM disciplines in student contributions, and expand what we include in such practices. Although the examples are drawn from classroom-based research in the United States, those findings have important implications that extend to other settings (communities, nations, or learning environments).