Math-Trivium Framework for Newcomer Students: Orientation for High School Teachers on Equitable, Inclusive Instruction


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DOI:

https://doi.org/10.29333/ejecs/2209

Keywords:

Math-trivium framework, Newcomers, Equitable Instruction, Asset-based Pedagogy and Inclusive mathematics instruction

Abstract

Newcomers, defined as students who have recently integrated into a new educational system, often face significant barriers to learning mathematics due to their diverse ethnic and linguistic backgrounds. Traditional mathematics instruction frequently overlooks the intrinsic, social, and cultural assets these students bring into the classroom. This oversight can hinder their academic success and integration into the educational environment. As ethnically and linguistically diverse student populations continue to grow across Western countries, there is a pressing need for mathematics lessons that reflect and leverage the varied backgrounds of all students. Additionally, teachers require proper preparation to respond effectively to the shifting demographics of their classrooms. This theoretical paper introduces the Math Trivium Framework, an asset-based approach to understanding newcomers' experiences in learning mathematics. By focusing on the intrinsic, social, and cultural strengths newcomers contribute, this framework aims to enhance their academic outcomes and integration. The paper emphasizes the importance of mathematics lessons that are inclusive of every student's unique learning background and highlights the necessity for teachers to (1) recognize and utilize these assets while also acknowledging and leveraging the various assets students are bringing into the classroom and (2) receive preparation to respond to the shifting population of students. Key components of the framework include shifting the focus from deficits to assets and glocalizing cultural relevance into mathematics for equitable and inclusive instruction. The Math trivium framework can promote equitable mathematics education that supports the academic success and cultural empowerment of all students, particularly newcomers navigating new educational environments.

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Author Biography

Emmanuel Chukwuebuka Umeh, University of Missouri Columbia,

Emmanuel Chukwuebuka Umeh is a doctoral candidate in the Department of Learning Teaching and Curriculum at the University of Missouri.  He is interested in recent African multilingual learners' mathematical learning experiences, specifically looking at the role of culture, language, and use of technology from an asset-based perspective and how teachers can leverage such experiences to help them achieve mathematics success. His research focuses on fostering middle and high school mathematics teachers' understanding of the mathematical identities and experiences of recent African immigrant and refugee students to advance the provision of equitable and inclusive mathematics instruction.

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Published

2025-03-29

How to Cite

Umeh, E. C. (2025). Math-Trivium Framework for Newcomer Students: Orientation for High School Teachers on Equitable, Inclusive Instruction. Journal of Ethnic and Cultural Studies, 12(2), 178–199. https://doi.org/10.29333/ejecs/2209
Received 2024-07-26
Accepted 2025-03-01
Published 2025-03-29