Teaching Math to Multilingual Students, Grades K-8 PDF Download
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Author: Kathryn B. Chval
Publisher: Corwin Press
ISBN: 1071810839
Category : Education
Languages : en
Pages : 282
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Book Description
Using strengths-based approaches to support development in mathematics It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners—historically called English Language Learners—are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: • A focus on multilingual students as leaders • A strength-based approach that draws on students’ life experiences and cultural backgrounds • An emphasis on maintaining high expectations for learners’ capacity for mastering rigorous content • Strategies for representing concepts in different formats • Stop and Think questions throughout and reflection questions at the end of each chapter • Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers’ growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction.
Author: Kathryn B. Chval
Publisher: Corwin Press
ISBN: 1071810839
Category : Education
Languages : en
Pages : 282
Get Book Here
Book Description
Using strengths-based approaches to support development in mathematics It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners—historically called English Language Learners—are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: • A focus on multilingual students as leaders • A strength-based approach that draws on students’ life experiences and cultural backgrounds • An emphasis on maintaining high expectations for learners’ capacity for mastering rigorous content • Strategies for representing concepts in different formats • Stop and Think questions throughout and reflection questions at the end of each chapter • Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers’ growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction.
Author: Kip Téllez
Publisher: IAP
ISBN: 1617354228
Category : Education
Languages : en
Pages : 361
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Book Description
This book that explores the mathematics education of Latinos/as in 13 original research studies. Each chapter represents research that grounds mathematics instruction for Latinos/as in the resources to be found in culture and language. By inverting the deficit perspective, this volume redresses the shortcomings found in the previous literature on Latino/a learners. Each study frames language (e.g. bilingualism) not as an obstacle to learning, but as a resource for mathematical reasoning. Other chapters explore the notion of cultural variation not as a liability but as a tool for educators to build upon in the teaching of mathematics. Specifically, the book reframes culture as a focus on the practices, objects, inscriptions, or people that connect mathematical concepts to student thinking and experiences, both in and out of school. The book's four sections divide the research: The first section of the book focuses on mathematic learning in classrooms, specifically exploring bilingual, Latino/a students; the second section explores Latino/a learners in communities, including the role parents can play in advancing learning; the third section includes chapters focused on teacher professional growth; the final section concerns the assessment (and mis-assessment) of Latino/a learners. The research shared in this volume provides ample evidence that mathematics educators who choose to ignore language or culture in their pedagogy risk shortchanging their Latino/a students.
Author: Judit N. Moschkovich
Publisher: Information Age Pub Incorporated
ISBN: 9781617351594
Category : Education
Languages : en
Pages : 180
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Book Description
A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, Iowa State University Marketing description: Issues of language in mathematics learning and teaching are important for both practical and theoretical reasons. Addressing issues of language is crucial for improving mathematics learning and teaching for students who are bilingual, multilingual, or learning English. These issues are also relevant to theory: studies that make language visible provide a complex perspective of the role of language in reasoning and learning mathematics. What is the relevant knowledge base to consider when designing research studies that address issues of language in the learning and teaching of mathematics? What scholarly literature is relevant and can contribute to research? In order to address issues of language in mathematics education, researchers need to use theoretical perspectives that integrate current views of mathematics learning and teaching with current views on language, discourse, bilingualism, and second language acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematics education by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designing research studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education (Moschkovich), Cultural-Historical-Activity Theory (Gutierrez, Sengupta-Irving, & Dieckmann), systemic functional linguistics (Schleppegrell), and assessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education an introduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, the volume provides useful and critical reviews of the literature as well as recommendations for moving forward in designing research. Lastly, the volume provides a basis for dialogue across multiple research communities engaged in collaborative work to address these pressing issues.
Author: Sylvia Celedon-Pattichis
Publisher: National Council of Teachers of English
ISBN: 9780873536882
Category : Communication in education
Languages : en
Pages : 236
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Book Description
English language learners share a basic need—to engage, and be engaged, in meaningful mathematics. Through guiding principles and instructional tools, together with classroom vignettes and video clips, this book shows how to go beyond good teaching to support ELLs in learning challenging mathematics while developing language skill. Position your students to share the valuable knowledge that they bring to the classroom as they actively build and communicate their understanding. The design of this book is interactive and requires the reader to move back and forth between the chapters and online resources at www.nctm.org/more4u. Occasionally, the reader is asked to stop and reflect before reading further in a chapter. At other times, the reader is asked to view video clips of teaching practices for ELLs or to refer to graphic organizers, observation and analysis protocols, links to resources, and other supplementary materials. The authors encourage the reader to use this resource in professional development.
Author: Anjum Halai
Publisher: Springer
ISBN: 9463002294
Category : Education
Languages : en
Pages : 262
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Book Description
Contemporary concerns in mathematics education recognize that in the increasingly technological and globalized world, with concomitant change in population demographics (e.g. immigration, urbanization) and a change in the status of languages (e.g. English as a dominant language of science and technology) multilingualism in classrooms is a norm rather than an exception. Shifts in perspective also view language not simply as an instrument for cognition with all learners equipped with this instrument in service of learning, although clearly in the classroom that remains of importance. Rather, it is now also being acknowledged that language use is inherently political, so that the language that gets official recognition in the classroom is invariably the language of the powerful elite, or the dominant societal language, or in the case of post-colonial contexts the language of the colonisers. From this socio-political role of language in learning quite different issues arise for teaching, learning and curriculum for linguistically marginalized learners than that of cognition (e.g. immigrants, second language learners, other). Policies on language in education are being considered and re-considered with specific reference to mathematics teaching and learning. Given the policy environment, globally the proposed publication is timely. This edited collection draws on recent, emerging insights and understandings about the approaches to improving policy and practice in mathematics education and mathematics teacher education in multilingual settings. It presents, and discusses critically, examples of work from a range of contexts and uses these examples to draw out key issues for research in education in language diverse settings including teaching, learning, curriculum and fit these with appropriate policy and equity approaches. With contributions from all over the world, especially novice researchers in low income countries, this book is a valuable resource for courses in Mathematics Education and related social sciences both at the graduate and undergraduate levels, as well as for students of international development.
Author: Karen Beeman
Publisher: Brookes Publishing Company
ISBN: 9781934000090
Category : Education
Languages : en
Pages : 0
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Book Description
The concept of bridging between languages is introduced to the biliteracy filed in this practical professional development guide for teachers, administrators, and leadership teams.
Author: C. James Lovett
Publisher: National Council of Teachers of Mathematics
ISBN:
Category : Mathematics
Languages : en
Pages : 72
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Book Description
Author: Debra Coggins
Publisher: Corwin Press
ISBN: 1452282501
Category : Education
Languages : en
Pages : 145
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Book Description
Strengthen mathematical understandings and academic vocabulary with standards-based strategies! With straightforward language and examples, the authors help teachers develop specialized understanding and knowledge of strategies for supporting a high level of mathematics learning along with language acquisition for ELLs. Providing specific suggestions for teaching standards-based mathematics, this resource: Demonstrates how to incorporate ELL supports and strategies through sample lessons Uses concrete materials and visuals to connect mathematical concepts with language development Focuses on essential mathematical vocabulary Includes brief research summaries with rationales for recommended practices
Author: Luciana C. de Oliveira
Publisher: Springer
ISBN: 3030022455
Category : Education
Languages : en
Pages : 334
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Book Description
This practitioner-based book provides different approaches for reaching an increasing population in today’s schools - English language learners (ELLs). The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, the C3 Framework, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students. The book begins with an introduction that contextualizes the chapters in which the editors highlight transdisciplinary theories and approaches that cut across content areas. In addition, the editors include a table that provides a matrix of how strategies and theories map across the chapters. The four sections of the book represent the following content areas: English language arts, mathematics, science, and social studies. This book offers practical guidance that is grounded in relevant theory and research and offers teachers suggestions on how to use the approaches described.
Author: Alexandra Guilamo
Publisher:
ISBN: 9781949539233
Category :
Languages : en
Pages : 248
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Book Description
Gain the skills you need to coach teachers in bilingual and dual-language classrooms. In this practical guide, you will discover a proven process for creating a fair and effective observation and feedback cycle to help support bilingual teachers in this important work. Author Alexandra Guilamo offers pertinent coaching theory and accessible coaching strategies sourced directly from her firsthand experiences in dual-language education. Use this bilingual education book to guide your instructional coaching: Explore the dual-language programs currently used in classrooms and schools and their unique qualities and benefits. Learn the seven essential elements of an effective coaching and feedback cycle. Gain best practices you can utilize in your work as a coach and observer of dual-language teachers. Study the characteristics of high-quality feedback. Receive answers to frequently asked questions on dual-language instruction. Contents: About the Author Introduction Chapter 1: Understanding the Practices of Effective Bilingual and Dual-Language Teachers Chapter 2: Defining Fair Observations in Bilingual and Dual-Language Classrooms Chapter 3: Implementing Fair Feedback to Improve Teacher Practice Chapter 4: Establishing the Pre-Observation Process Chapter 5: Observing in Bilingual and Dual-Language Classrooms Chapter 6: Preparing for the Post-Observations Conversation Final Thoughts Appendix A: Dual-Language and Bilingual Programs Appendix B: Frequently Asked Questions References and Resources Index
