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Featured Presentation

The Design and Development of the Discursive Assessment Protocol: An Instrument Intended to Support the Mathematical Learning of ELLs

Location: Room 1201 (PIC)

Target Audience: All

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Abstract: This session, we will share a research protocol developed to support the mathematical learning of English language learners (ELLs). The protocol, referred to as the “Discursive Assessment Protocol” or DAP, was designed to be both culturally affirming and equitable. The design of the DAP uses an integrated theoretical framework that combines George Pólya’s (1957) four basic principles of problem solving with research-based instructional strategies intended to benefit ELLs. This integrated theoretical framework builds on Pólya’s classic work to provide a practical tool that teachers can use to support the mathematical learning of ELLs and all of their students. As part of the session, participants will view videos of 6th grade ELLs as they engage in the different stages of the DAP solving problems that involve fractions. Participants will have opportunities to discuss the videos with regards to specific practices related to equity and ELLs being supported to develop their mathematical thinking. The DAP will also be shared with participants to use in their classrooms.


Rick KitchenRichard Kitchen is Professor and Wyoming Excellence in Higher Education Endowed Chair in Mathematics Education at the University of Wyoming (UW). Dr. Kitchen was the co-Principal Investigator of the Center for the Mathematics Education of Latinos/as (CEMELA) that was funded through the National Science Foundation, Center for Learning and Teaching. He is the author of one book, lead author of another book, the co-editor of two books, and initiated and served as a co-editor of the TODOS: Mathematics for All Research Monograph. Dr. Kitchen has worked nationally and internationally with numerous schools as a consultant and professional development provider in mathematical content and pedagogy. His research interests include diversity and equity in mathematics education, school reform at urban schools that serve the low-income students, and formative assessment of English language learners.

Ali BicerAli Bicer is an assistant professor in the School of Teacher Education at the University of Wyoming (UW), where he teaches courses in mathematics & science methods and mathematics seminars. His research interests have centered on issues of STEM education, STEM schools, innovative instructional practices (e.g., project-based learning (PBL)), integrating writing into mathematics classrooms, problem solving & posing skills, and research methodology. Dr. Bicer received his PhD in Curriculum and Instruction with a mathematics specialization from Texas A&M University in 2016. While conducting his doctoral work, he received the Lechner Scholarship and the College of Education Graduate Strategic Support Scholarship for outstanding achievement. During his PhD education, he was selected to lead a research group of mathematics education at Texas A&M University. He helped many mathematics education graduate students increase their academic products by bringing authorship opportunities and teaching them how to conduct quantitative and qualitative research in education. After receiving his master and PhD in Mathematics Education from Texas A&M University, he started working as a postdoctoral research assistant in Aggie STEM at Texas A&M University until 2018. Prior to starting his masters and doctoral program at Texas A&M University, he taught mathematics for three years in secondary and middle schools.

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