Student Engagement in an Advanced Mathematics Program: A Case Study of Two Gifted English Learners

Underrepresentation of English Learners (ELs) and students with disabilities in advanced learning opportunities is a long-standing equity issue. However, increasing access alone does not guarantee authentic engagement. This case study examined how elementary-age gifted English learners in early elementary, including a student with a speech and language impairment, engaged with an advanced elementary mathematics curriculum. Triangulated data were collected from 11 recorded lessons and transcripts, systematic observation coding, field notes, and a teacher interview. Situated within a larger quasi-experimental project but using an embedded instrumental case study design, the study drew on 11 video-recorded lessons, systematic direct observation (modified BOSS, 2624 coded intervals), field notes, and a post-program teacher interview. Descriptive analyses and logistic regression showed that student engagement was highly contingent on both instructional design and teacher facilitation. Whole-class instruction, often overly didactic, yielded passive or off-task behaviors, especially for the EL with disabilities. In contrast, structured small-group tasks and clearly assigned roles fostered greater participation and verbal engagement. Findings suggest that placement in advanced settings is necessary but insufficient; engagement must be continuously scaffolded through interactive formats, clear roles, and language-supportive routines so that ELs and ELs with disabilities can participate fully.