Mathematics Learning in Language Inclusive Classrooms: Supporting the Achievement of English Learners and Their English Proficient Peers

National and state assessments show that English language learners (ELs) in elementary and secondary grades score lower in mathematics compared with their matched English proficient peers (EPs). To provide information on strategies for enhancing learning opportunities for ELs in language inclusive classrooms, we analyze the efficacy of Learning Mathematics Through Representati ons (LMR), a curriculum unit on integers and fractions designed to support learning opportunities for ELs as well as EPs. LMR features the number line as a principal representational context and the use of embodied representations to support students as they explore mathematical ideas, construct arguments, and elaborate explanations. The study used a quasi-experimental design: Twenty-one elementary classrooms employing a highly regarded curriculum were included. Forty-four ELs were enrolled across 11 LMR classrooms, and 51 ELs were enrolled across 10 matched comparison classrooms. Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms. Further, contrasts between ELs in the LMR classrooms and EPs in the comparison classrooms revealed that LMR narrowed or eliminated the pretest achievement gap in mathematics. Both theory and empirical results support the value of LMR as a mathematics intervention benefitting both EL and EP students.