School of Mathematical and Statistical Sciences
The University of Texas Rio Grande Valley
Edinburg, Texas

Exploring the Effects of Differing Linguistic Accommodation Programs among Bilingual Latinx Students’ Mathematics Self-efficacy and Achievement

If there is one thing we can recall from our history classes it’s that the United States is a country founded by immigrants from various nationalities. Nonetheless, this diversification in our history, specifically linguistic, seems to be neglected by many as the decades have gone by. To make matters more complicated, research has shown that Latinx students, specifically bilinguals, experience this gap with their White and Asian American peers at all proficiency levels of mathematics throughout their K-12 schooling. This paper explores current efforts to close the linguistic and mathematics achievement gap among our Latinx ELLs and their mathematics achievement. Recommendations include the incorporation of K-12 language programs that validate Latinx ELLs’ linguistic and cultural capabilities as key components to their mathematics achievement.

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