Full course description

Course Date:

Jan 9 - May 5, 2017


16 weeks


2 hrs/week



Course Type:





This course is designed for in-service and pre-service teachers and others who work with (or are training to work with) K–12 students from linguistically and culturally diverse backgrounds, especially English language learners (ELLs). The main focus of this course is to help teachers understand the needs of ELLs, and to use their languages and cultures as a resource in mathematics classrooms. Additionally, participants will learn how to implement research-based instructional strategies that are effective for teaching mathematics to ELLs.


  • Understand the various needs and capabilities of ELLs in learning mathematics.
  • Use ELLs’ languages as a resource, not a deficit and learn to use multiple modes of communication.
  • Implement research-based strategies to teach ELLs in order to maximize their learning through cognitively demanding mathematical activities and differentiate teaching practice corresponding to ELLs.
  • Support ELLs’ participation in mathematical discussion as they learn English.

Textbook: Celedon-Pattichis, S., & Ramirez, N. G. (Eds.). (2012). Beyond good teaching: advancing mathematics education for ELLs. Reston, VA: National Council of Teachers of Mathematics.

Credit Option: If you are interested in getting university or licensure renewal credit while taking this course, please check the course website for more information.

Course Instructors

Ji-Yeong I

Ji-Yeong I, Ph.D.


Dr. I is an assistant professor at Iowa State University with expertise in mathematics education and ELLs/multicultural students. She has been working with K–12 teachers and providing professional development sessions with regard to teaching mathematics to/for ELLs. Her recent research has been published in international/national journals, such as ZDM – The International Journal on Mathematics Education, Teaching for Excellence and Equity in Mathematics, and Teaching Children Mathematics.