This course is designed for teachers who work with K-12 students who have linguistic and cultural challenges in mathematics classrooms. Our goal is to help teachers understand the needs of various English language learners (ELLs), use ELLs’ language and culture as a resource in mathematics classrooms, and implement research-based instructional strategies that have been recommended to teach mathematics for ELLs. 

Course Goals

After completing this course, students will be able to: 

  1. Understand various needs and capabilities of ELLs in learning mathematics.
  2. Use ELLs’ languages as a resource, not a deficit and learn to use multiple modes of communication.
  3. Implement research-based strategies to teach ELLs in order to maximize their learning through cognitively demanding mathematical activities and differentiate teaching practice corresponding to ELLs.
  4. Support ELLs’ participation in mathematical discussion as they learn English.

Registration Options

Grand Opening; January 1, 2024

EDUC 593G has been redesigned as a 100% self paced online through Canvas Free-for-Teacher. Students will read text related to the content, watch case study videos, interact with other students via discussion forums and submit investigations (assignments). Students can register at any time and are free to work at their own pace within one year from their registration.

K-12 teachers and other educators licensure renewal (LR) graduate-level credits as they learn to become better math teachers for ELL students (1, 2, or 3 credit hours, $85/credit).

Online registration for EDUC 593G

Need more information? Fill out the request information form to let us know you are interested and what questions you still have.

If you want to obtain a master’s degree, please visit our M.Ed program or M.S. program websites.

Course Registration and Canvas Access

  • Once you register for the course, you will receive an invitation to the Canvas course via your email that you used for the registration. 

Required Text

I, Ji-Yeong, and Ricardo Martinez. 2020. Teaching Math for Emergent Bilinguals: Building on Culture, Language, and Identity. Ames, IA: Iowa State University Digital Press.


Ji Yeong I is an associate professor in the School of Education at Iowa State University with expertise in mathematics education and ELLs/multicultural students. She has been working with K-12 teachers and provide various professional development sessions with regard to teaching mathematics to/for ELLs. Her recent research has been published in:

  • ZDM – The International Journal on Mathematics Education on Language and Communication
  • Teaching for Excellence and Equity in Mathematics
  • Teaching Children Mathematics
  • Teachers and Teaching: Theory and Practice

Need More Information?

Clyciane Kossatz Michelini

Instructional Designer, CTLT