Math is often referred to as a “universal language,” as numbers and symbols are widely perceived to transcend languages and cultures. But math is more than computation. Solving word problems, explaining thinking, and engaging in discourse are all part of math and all heavily rely on domain-specific language. For English language learners (ELLs) who are still developing English proficiency, these language demands can affect how they access and engage with math concepts.
Scaffolding and differentiation are two instructional approaches that can support ELL students across the many components of math learning. When used together, they provide structured supports and flexible pathways that make math more accessible and engaging for all students.
Note on language: Students who are learning English do not fit neatly into a single label. We use the common phrases multilingual learner, English language learner, and ELL students along with the acronym ELL, but we recognize that any label is imperfect.
The difference between scaffolding and differentiation
Both differentiation and scaffolding are techniques to address the unique needs of learners, but they serve different purposes. Understanding scaffolding vs. differentiation is key to using each approach effectively.
Scaffolding in education is a temporary, intentional, and research-based instructional method designed to provide support to students as they learn new, complex, or grade-level content. These supports are designed to be gradually removed as students gain proficiency and independence. These supports may include modeling, chunking information into manageable steps, providing guided questions, and offering structured practice. One of the most common example is the gradual release of responsibility model, often described as “I Do, We Do, You Do.” In this approach, the teacher begins by modeling how to solve a problem while students observe. As students become more familiar with the skill, responsibility is slowly shifted to them through guided practice and active participation. Over time, students apply the learned skill independently.
Differentiation in education involves tailoring instruction based on students’ strengths, readiness levels, and needs. Teachers can differentiate by adjusting the content students learn, the process they use to make sense of it, the product they create to demonstrate understanding, or the learning environment in which instruction takes place. Unlike scaffolding, which provides temporary supports that are gradually removed, differentiation is an ongoing instructional approach that adjusts to students' evolving needs.
Why is scaffolding used to support ELL students in math?
Scaffolding during math instruction enables ELL students to engage with grade-level content. Through scaffolding, teachers can explicitly model how to use math vocabulary, explain reasoning, and approach problem-solving. Scaffolding tools like sentence frames and response frames give students a clear and predictable structure for participating in classroom discussions, sharing their thinking, and using academic vocabulary. These tools allow students to participate with confidence even while developing English language proficiency.
Additionally, scaffolding for ELL students helps build on what they already know. By connecting new math concepts to students’ prior knowledge and real-world experiences, teachers help students make sense of new learning. Visuals, models, and guided questioning can activate background knowledge and support students in making meaningful connections.
5 scaffolding strategies for ELL students in math
Below are math scaffolding strategies to support ELL students.
1. Use visual representations
Charts, diagrams, number lines, bar models, and labeled drawings make math concepts concrete and easier to understand. They give students context for new vocabulary and help them in solving math problems. Students can also be encouraged to create their own representation.
2. Use manipulatives and hands-on tools
Hands-on tools like fraction tiles, counters, or geometric solids support students in developing conceptual understanding by connecting abstract ideas to tangible experiences. For ELL students, manipulatives provide a visual and physical reference point that supports comprehension. Additionally, students can discuss their thinking while using tools to strengthen math vocabulary.
3. Model thinking out loud
Modeling how to solve a problem gives ELL students a clear roadmap for approaching similar tasks. When thinking aloud, teachers demonstrate the steps needed to solve a problem or how to use math vocabulary in context. Using clear, concise language and repeating key phrases helps reinforce both the process and the academic language students are developing.
4. Provide sentence starters and frames
Sentence starters and frames provide students structured support for explaining their thinking both orally and in writing. These tools reduce cognitive load by allowing students to focus on content rather than phrasing, sentence structure, or vocabulary. Prompts like, “I noticed that . . . ", “The pattern shows . . .", or “I solved the problem by . . .” can help ELL students confidently participate in math discussions.
5. Pre‑teach key vocabulary
Introducing math vocabulary before a lesson helps students focus on the math rather than getting stuck on unfamiliar language. Pre-teach math terms in context. Using visuals, gestures, examples, and student-friendly definitions supports comprehension and prepares students to engage more confidently with word problems.
How to differentiate math instruction for ELL students
Because ELL students bring varying levels of language proficiency, background knowledge, and learning experiences to the classroom, a one-size-fits-all approach is rarely effective. Differentiated instruction for ELL students allows teachers to adjust instruction so students can work toward the same math standards while using supports that align with their current language abilities and individual needs. By intentionally tailoring tasks and supports, teachers can create inclusive math classrooms where ELL students can deepen both their mathematical understanding and academic language skills.
5 differentiation strategies for ELL students
Consider the following strategies to differentiate math instruction for ELL students.
1. Adjust the language load
Simplify the language used in directions and word problems without reducing the rigor of the mathematical thinking required. This might look like shortening sentences, clarifying vocabulary, or breaking complex problems into smaller parts.
2. Offer tasks in different formats
Provide multiple ways to engage with math tasks. In addition to traditional word problems, consider using diagrams, matching activities, problem sorts, or drawings. These formats allow students to demonstrate understanding as English language proficiency is still developing.
3. Provide choice in how students show understanding
Offering choice increases engagement and provides a more accurate picture of students’ mathematical understanding. Students can show what they know by creating a model, explaining orally, writing a brief explanation, or labeling a diagram.
4. Use flexible grouping
Flexible grouping allows teachers to respond to students’ changing needs. Depending on the lesson or activity, students may be grouped by language proficiency, skill level, or interest. This approach creates smaller, supportive spaces that encourage interaction, promote peer support, and foster meaningful mathematical discussions.
5. Modify the complexity of problems
Maintain the same core mathematical concept but adjust the level of complexity to meet students where they are. This might involve changing the numbers used, simplifying the context, or reducing the number of steps required. As students gain confidence, tasks can gradually increase in complexity.
Scaffolding and differentiation work hand in hand to help ELL students engage with grade-level math content and develop the language skills they need to communicate their thinking. Implementing these ELL math strategies in the classroom can create an environment where English language learners feel confident and capable to take on any math challenge.
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With Spanish language components, multilingual family letters, and ELL activity guides, HMH mathematics solutions are designed with the multilingual learner in mind.
Address the range of English learners’ needs with our English language development programs.
Download our free guide to using response frames with multilingual learners.
