UCLA

This study examines online teaching strategies, bilingual students’ learning experiences, and family support structures within the context of online mathematics education in upper elementary grades. It addresses the gap in research regarding how these strategies shape students’ approaches to learning (ATL), considering the dual challenge bilingual students face in mastering both mathematical concepts and dual languages through online learning environments. Employing a mixed-methods approach, the initial phase involved administering a questionnaire to assess students’ language proficiency and their engagement with online learning. This was followed by gathering qualitative insights through interviews with teachers and with families—to explore the challenges associated with educational practices in online learning for multilingual students. The study highlights the critical roles of effective teaching strategies and parental support in enhancing the ATL of upper-elementary bilingual students. It calls for a collaborative effort between educators and parents to meet students’ diverse needs and to create a supportive online learning environment.