Strategies for Supporting All Learners in Mathematics Classrooms

Dear Colleagues,

In today’s P–12 mathematics classrooms, teachers face increasingly diverse groups of learners whose backgrounds, readiness levels, and learning needs vary widely—students who struggle with foundational concepts require targeted scaffolding and opportunities to build conceptual understanding, while gifted or high-ability learners need enrichment tasks that promote deeper reasoning and develop identities of creative doers of mathematics. In addition, English language learners (ELLs) and students with special needs often encounter challenges in interpreting academic vocabulary and complex word problems. Supporting this range of learners is essential not only in terms of promoting equitable access to mathematical understanding but also in terms of fostering students’ confidence and long-term engagement with the discipline. Effective strategies may include differentiated instruction, the use of multiple representations, structured peer collaboration, formative assessment to guide instructional adjustments, and the integration of culturally responsive examples that relate mathematics to students’ lived experiences. Through intentional and evidence-based practices, teachers can create inclusive mathematics learning environments in which all students—regardless of ability level, language proficiency, or prior experience—can meaningfully participate and thrive.

This Special Issue aims to advance scholarly understanding of effective instructional strategies that support diverse learners in P–12 mathematics education. We welcome studies that examine how teachers differentiate instruction, integrate language support, design enrichment opportunities, and create equitable learning environments for students with varying ability levels, linguistic backgrounds, and academic needs. Submissions may explore classroom-based interventions, innovative pedagogical models, assessment practices, or culturally responsive approaches that enhance access to and achievement in mathematics for all students.

We encourage empirical, conceptual, and praxis-based manuscripts, including, but not limited to, the following topics:

• Differentiated instructional approaches that address varied readiness levels in P–12 mathematics classrooms;
• Strategies for supporting English language learners (ELLs) in understanding mathematical vocabulary and word problems;
• Instructional designs that challenge and extend learning for high-ability or gifted mathematics students;
• Classroom-based interventions that promote conceptual understanding for students struggling with foundational skills;
• Use of multiple representations, manipulatives, and visual supports to enhance mathematical comprehension;
• Culturally responsive mathematics teaching practices that connect mathematical ideas to students’ lived experiences;
• Formative assessment practices and data-driven decision-making to tailor mathematics instruction;
• Technology-enhanced tools and digital resources that support diverse learners in mathematics;
• Collaborative learning structures and peer-support models that promote equitable participation.

Email the Guest Editor Team with Questions:

Dr. Hyeseong Lee (hlee6@lewisu.edu), Dr. Erica Kwiatkowski-Egizio (kwiatker@lewisu.edu), Dr. Jaepil Han (jp.han@uwyo.edu)

Dr. Hyeseong Lee
Dr. Erica Kwiatkowski-Egizio
Dr. Jaepil Han
Guest Editors

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