2202: Zandra de Araujo and Erin Smith

February 25, 2022·34 min·3 clips

Samuel Otten reunites with former colleagues Zandra de Araujo and Erin Smith to explore their work on multilingual learners in math.

This episode of the Math Ed Podcast features Sam Otten interviewing former University of Missouri colleagues Zandra de Araujo and Erin Smith about their recent research on multilingual learners in mathematics. Zandra de Araujo now works at the University of Florida's Lastinger Center, while Erin Smith is a professor at the University of Southern Mississippi. The conversation centers on their article, "Examining English Language Learners' Learning Needs Through the Lens of Algebra Curriculum Materials," published in *Educational Studies in Mathematics*. The researchers analyzed a specific Algebra 1 curriculum to understand how its materials address the needs of students classified as English Language Learners. Their study involved a detailed review of curriculum lessons, teacher guides, and student materials. Zandra de Araujo explains they focused on identifying the linguistic demands present within the mathematical tasks and instructions. Erin Smith notes the analysis considered how the materials supported or failed to support students' comprehension and participation. The discussion references the WIDA framework, which outlines language proficiency standards for academic contexts. A key finding was that the curriculum materials often contained complex language structures that could create barriers to accessing the mathematical content. The researchers also examined the provided teacher supports for adapting instruction for multilingual learners. They share observations on the frequency and type of language-related guidance offered to educators. A surprising insight was that mathematical tasks themselves, not just explanatory text, imposed significant linguistic loads through their phrasing and problem contexts. The analysis revealed that supports for language development were frequently separated from the core mathematical activity rather than integrated. Erin Smith points out that curriculum materials sometimes assumed a shared cultural or experiential knowledge that multilingual learners might not possess. Zandra de Araujo emphasizes that simply translating vocabulary is insufficient for true mathematical sense-making. The conversation highlights a tension between designing for mathematical rigor and ensuring linguistic accessibility. One memorable point is that well-intentioned scaffolds can inadvertently lower cognitive demand if not carefully designed. The tone is collegial, educational, and reflective, stemming from the hosts' and guests' shared history and research interests. The style is conversational yet focused on dissecting specific research findings and their practical implications. Mathematics educators, curriculum developers, and researchers focused on equity and language will find this episode highly relevant. Listeners seeking broad educational policy debates or narrative storytelling might find the detailed, research-focused discussion less engaging.

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