The Focus

The Ventura County Mathematics Council is an affiliate of the California Mathematics Council (CMC) and the National Council of Teachers of Mathematics (NCTM). We serve educators in Ventura County and surrounding areas by conducting meetings, professional development and activities where ideas can be shared and networks formed.

Photo Credit: Felix Cortez

“Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements… They justify their conclusions, communicate them to others, and respond to the arguments of others… Students at all grades can listen to or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.”

Standards for Mathematical Practice — Construct viable arguments and critique the reasoning of others (MP3) Common Core State Standards Initiative website

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According to the Learning Policy Institute, nearly 40% of K–12 students speak a language other than English at home, and 1 in 5 are multilingual learners (2024). These data make it clear that mathematics instruction must intentionally integrate language supports to ensure equitable outcomes for all learners. When we do, students develop mathematical reasoning and language proficiency at the same time.

It is common to see the phrase “explain your reasoning” in mathematics textbooks and classroom tasks. Yet how can we truly understand students’ thinking if they do not yet have the language to express their ideas? Too often, students end up writing for the sake of compliance rather than communicating meaningful mathematical reasoning. However, when educators intentionally embed language strategies into instruction, they can shift this dynamic and create classrooms where multilingual learners (and really all learners!) thrive as confident communicators.

In my classroom, every student is expected to engage in academic discourse. IDK (I don't know) is not an acceptable answer! Recognizing that many students are still developing English proficiency, I provide language frames to help them express their thinking. Some frames are designed specifically to help students begin formulating ideas. My students know that if they are unsure how to start, they can turn to the language frames posted on the wall.

I am often struck by how many students ask, “What does the word ____ mean?” or “May I have more time to think?” These moments remind me that when answers are left blank, it is not always a lack of understanding; sometimes, they simply need support in launching their communication. If a student chooses to say, “May I ask a friend for help?” they know they are still responsible for repeating the answer aloud after receiving support. I want students to practice language, but I also want them to feel safe taking risks and responding even when their language is not yet perfect.

These supports have strengthened my multilingual learners’ confidence while also giving me a clearer window into their mathematical thinking, wonderings, and reasoning. When we intentionally bridge language and mathematics, we prepare students to become successful communicators in STEM fields. Every student deserves the opportunity to find their voice in mathematics, and educators have a responsibility to make that happen.

Reference:

Learning Policy Institute. (2023). California’s long-term English learners: A factsheet. Learning Policy Institute. https://learningpolicyinstitute.org/product/ca-long-term-english-learners-factsheet#:~:text=In%20the%202022%E2%80%9323%20school,who%20have%20not%20yet%20achieved

I am excited that VCMC has partnered with Gold Coast CUE to host Counted Out on Saturday, May 9 at 1:30. This powerful documentary explores just how essential math literacy is to our everyday lives. I have seen the film 5 times and I highly recommend that all parents, educators, and policy makers attend. So many of us had negative experiences with learning math growing up and the thought of giving up a Saturday afternoon to watch a film about math sounds unappealing. This is the very group that the film speaks to. What if math was taught differently and why that is so important in today’s world. You won’t be disappointed.

Tickets to this 90 minute documentary are free. Immediately following the film, I will help lead a Q & A. For those interested, following the Q & A, we will keep the conversation going at Institution Ale.

Math quietly shapes the world our children are growing up in — from the jobs they’ll pursue to the fairness of the elections they’ll one day vote in. Yet many students (and adults) aren’t learning to speak the language of math that underlies so much of modern life. Counted Out reveals how math influences everything from gerrymandering and political ads to dating and public health. Featured at top festivals across the country, this film is sparking important conversations about the role of math in civic life. For educators and families, it’s a compelling reminder that understanding math isn’t just about test scores — it’s about empowering our students to engage fully in the world around them.

Come check it out. Click on the link to watch the trailer and to sign up to attend.

When: Saturday, May 9th at 1:30 pm

Where: Rancho Campana High School

4235 Mar Vista Drive, Camarillo, CA