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E-raamat: Teaching Mathematics to English Language Learners

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(University of South Florida), (University of South Florida, USA), (University of South Florida)
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Teaching Mathematics to English Language LearnersSuurem pilt
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Today's mathematics classrooms increasingly include students for whom English is a second language. Teaching Mathematics to English Language Learners provides readers a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the secondary mathematics classroom. Framed by a research perspective, Teaching Mathematics to English Language Learners presents practical instructional strategies for engaging learners that can be incorporated as a regular part of instruction. The authors offer context-specific strategies for everything from facilitating classroom discussions with all students, to reading and interpreting math textbooks, to tackling word problems. A fully annotated list of math web and print resources completes the volume, making this a valuable reference to help mathematics teachers meet the challenges of including all learners in effective instruction.

Features and updates to this new edition include:











An updated and streamlined Part 1 provides an essential overview of ELL theory in a mathematics specific context.











Additional practical examples of mathematics problems and exercises make turning theory into practice easy when teaching ELLs











New pedagogical elements in Part 3 include tips on harnessing new technologies, discussion questions and reflection points.











New coverage of the Common Core State Standards, as well as updates to the web and print resources in Part 4.
List of Figures
x
List of Tables
xi
Series Introduction xii
Preface xiv
List of Contributors
xvii
Part 1 Your English Language Learner
1(28)
1.1 Orientation
3(3)
English Language Learners (ELLs): Who Are They? How Do They Come to Be in Our Classrooms?
4(1)
Overview of
Chapters in Part 1
5(1)
1.2 The Process of English Language Learning and What to Expect
6(8)
Principle 1 Give ELLs Many Opportunities to Read, to Write, to Listen to, and to Discuss Oral and Written English and Mathematics Texts Expressed in a Variety of Ways
7(1)
Principle 2 Draw Attention to Patterns of English and Mathematics Language Structure
8(1)
Principle 3 Give ELLs Classroom Time to Use their English Productively while Learning Mathematics
9(1)
Principle 4 Give ELLs Opportunities to Notice their Errors and to Correct their English while Learning Mathematics
9(2)
Principle 5 Construct Activities that Maximize Opportunities for ELLs to Interact with Others in English
11(1)
Stages of ELL Language Development
11(3)
1.3 Different Types of ESOL Programs
14(5)
1.4 Teaching for English Language Development
19(4)
Cummins' Quadrants
21(2)
1.5 Not All ELLs Are the Same
23(5)
Stages of Cultural Adjustment
25(1)
Cultural Practices at School
26(2)
1.6 Questions for Discussion and Reflection
28(1)
Part 2 Influences on the Mathematics Attainment of English Language Learners
29(46)
2.1 Overview: Influences on the Mathematical Attainment of English Language Learners
31(4)
Overview of
Chapters in Part 2
33(2)
2.2 Providing an Equitable Mathematics Education to English Language Learners: Mathematics Education Standards
35(8)
Summary
41(2)
2.3 The Nature of Mathematics Language
43(7)
Vocabulary
43(1)
Symbols
44(1)
Syntax
45(1)
Semantics
46(1)
Linguistic Difficulties Associated with Mathematical Discourse (Oral and Written)
47(2)
Summary
49(1)
2.4 Mathematics Teaching and Learning
50(9)
Learning Environment
51(1)
Tasks
52(2)
Classroom Discourse
54(2)
Teacher Preparedness to Work with ELLs
56(2)
Summary
58(1)
2.5 Cultural Influences on Mathematics Learning and Engagement
59(7)
Cultural Links to Mathematics Content and Processes
59(3)
Cultural Links to Mathematics Learning
62(2)
Culturally Responsive Pedagogy
64(1)
Summary
65(1)
2.6 Assessment Results, Practices, and Procedures
66(6)
Language Proficiency and Mathematics Achievement
67(1)
Cultural Influences of Language Used in Test Items
68(1)
Test Accommodations and the ELL
69(2)
Summary
71(1)
2.7 Questions for Discussion and Reflection
72(3)
Part 3 Best Practices to Support English Language Learners in the Mathematics Classroom
75(72)
3.1 Overview: Classroom Environments that Support English Language Learners
77(3)
Overview of
Chapters in Part 3
78(2)
3.2 Orchestrating Classroom Discourse to Support Mathematics Concepts and Language Development
80(11)
Speak and Enunciate Clearly to Make Language Comprehensible
81(1)
Simplify and Elaborate Language
82(1)
Express Information in Multiple Ways
82(1)
Use Controlled Vocabulary
83(1)
Limit the Use of Pronouns and Adjectives
83(1)
Limit the Use of and Explain Idiomatic Expressions or Culturally Based Terms
84(1)
Limit "Asides" or Conversations that Are Not Linked to the Lesson at Hand
85(1)
Pause Frequently and Increase Wait Time
85(1)
Use Drawings and Illustrations to Support Communication
85(1)
Use Dramatic Gestures, Actions, and Verbal Intonations
86(1)
Engage ELLs in Classroom Discourse
86(4)
Summary
90(1)
3.3 Strategies to Help English Language Learners Understand Mathematics Language
91(26)
Strategies to engoge ELLs at the Preproduction Stage of English Language Development
92(4)
Make Mathematics Language Development a Natural Part of Instruction
96(10)
Use Representations to Support Sense-Making and Language Development
106(6)
Extending Reading Strategies for Use with ELLs
112(2)
Extending Writing Strategies for Use with ELLs
114(2)
Summary
116(1)
3.4 Emphasizing and Supporting Problem Solving
117(10)
Connect Mathematics to Situational Contexts
118(1)
Elaborate the Meaning of Words Provided in Real-World Problem-Solving Contexts
118(2)
Use Representations to Interpret and Visualize Problems
120(1)
Model Problem-Solving Processes and Strategies
120(2)
Embed Clarity Checks
122(1)
Provide Opportunities to Work with Peers to Solve Problems
122(1)
Limit the Number of Problems Assigned
123(1)
Avoid a Focus on Key Words
123(1)
Address the Use of Extraneous Information in Word Problems
124(1)
Be Sensitive when Using Cultural References
125(1)
Encourage Students to Write Original Problems
126(1)
Summary
126(1)
3.5 Assessing English Language Learners in Equitable Ways
127(9)
Provide Access to Learning Tools during Assessments
127(2)
Avoid Linguistic Complexities
129(1)
Provide Test Accommodations
129(2)
Daily Assessments
131(2)
Projects as Assessments
133(2)
Summary
135(1)
3.6 Teaching Mathematics in Ways that Are Culturally Responsive
136(8)
Teacher Critical Self-Examination and Self-Reflection
137(1)
Provide a Welcoming Environment for ELLs
138(1)
Attend to Individualized Cultural Characteristics and Experiences
138(1)
Create a Culturally Respectful Learning Environment
139(1)
Use Cooperative Learning to Facilitate Language Acquisition and Mathematics Comprehension
140(3)
Summary
143(1)
3.7 Questions for Discussion and Reflection
144(3)
Part 4 Collaborations to Support English Language Learners
147(34)
4.1 Overview: Collaborations to Support ELLs
149(2)
Overview of
Chapters in Part 4
149(2)
4.2 Strategies for Mathematics Teachers Who Are Themselves English Language Learners
151(7)
Create a Learning Environment that Is Accepting of Linguistic Differences
153(1)
Alert Students to Areas of Potential Difficulty Related to Language
153(1)
Review the Mathematics Text for Linguistic and Symbolic Differences
154(1)
Use Various Strategies to Produce Comprehensible Output
154(1)
Collaborate with English-Speaking Colleagues
155(1)
Engage in Ongoing Professional Development
156(1)
Observe Others Teaching Mathematics
156(1)
Share and Receive Cultural Information
157(1)
Connect with Parents
157(1)
Summary
157(1)
4.3 Mathematics Teachers Collaborating with English as Second Language Teachers
158(5)
Barriers to Collaborations that Need to be Acknowledged and Addressed
159(1)
Different Approaches to ESL-Content Teacher Collaborations
160(1)
Reflecting on Your Own Perspectives on Collaboration
161(1)
Summary
162(1)
4.4 ELL Home-School Communication
163(4)
Ideas: On Fostering Access
164(1)
Ideas: On Fostering Approachability
164(1)
Ideas: On Achieving Good Follow-Through
165(1)
Make Mathematics Links to Students' Families
165(1)
Summary
166(1)
4.5 Questions for Discussion and Reflection
167(14)
Resources
169(1)
Internet Resources to Support Mathematics Teaching and Learning
169(3)
Print Resources for Further Study
172(9)
Glossary 181(3)
Notes 184(1)
References 185(11)
Index 196
Gladis Kersaint is Professor of Mathematics Education at the University of South Florida, USA.

Denisse R. Thompson is a Professor of Mathematics Education at the University of South Florida, USA.

Mariana Petkova has a Ph.D. in Mathematics Education from University of South Florida, USA.She worked as a Math teacher in an International Baccalaureate High School in Tampa and now works in the Educational System in Bulgaria.
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