This report highlights and explores research surrounding a variety of interventions used in the elementary and secondary mathematics classroom for English Language Learners. Topics discussed include ways to motivate English Language Learners, the use of successful teaching strategies, allowing the use of code-switching, and the use of one-on-one tutoring. Though some interventions used in the research are utilized in the elementary mathematics classroom, they are also widely used in secondary mathematics classrooms. A short discussion regarding the use of such interventions in the secondary mathematics classroom is also included. / text

Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathematics teachers have different mindsets towards honors and regular students, while they have heard about mindset, they do not understand mindset deeply, and mathematics teachers do not know how to help their students develop a growth mindset.