Teaching mathematics to English language learners:
This title provides advice on how to teach mathematics to English language learners by offering context-specific strategies for facilitating classroom discussions, reading and interpreting math textbooks and tackling word problems.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York u. a.
Routledge
2009
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Teaching English language learners across the curriculum
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis |
| Zusammenfassung: | This title provides advice on how to teach mathematics to English language learners by offering context-specific strategies for facilitating classroom discussions, reading and interpreting math textbooks and tackling word problems. |
| Beschreibung: | Includes bibliographical references (p. [157]-166) and index |
| Beschreibung: | XIV, 170 S. Ill., graph. Darst. 26 cm |
| ISBN: | 0415957885 0415957893 9780415957885 9780415957892 |
Internformat
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| 250 | |a 1. publ. | ||
| 264 | 1 | |a New York u. a. |b Routledge |c 2009 | |
| 300 | |a XIV, 170 S. |b Ill., graph. Darst. |c 26 cm | ||
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| 490 | 0 | |a Teaching English language learners across the curriculum | |
| 500 | |a Includes bibliographical references (p. [157]-166) and index | ||
| 520 | 3 | |a This title provides advice on how to teach mathematics to English language learners by offering context-specific strategies for facilitating classroom discussions, reading and interpreting math textbooks and tackling word problems. | |
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| 650 | 4 | |a Mathematik | |
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Datensatz im Suchindex
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| adam_text | Titel: Teaching mathematics to English language learners
Autor: Kersaint, Gladis
Jahr: 2009
List of Figures...................................................................ix
List of Tables....................................................................÷
Series Introduction...............................................................xi
Preface.......................................................................xiii
PART 1 —Your English Language Learner Tony Erten.....................................1
1.1 — Orientation................................................................3
1.2—The Process of English Language Learning and What to Expect.......................5
Principle 1: Give ELLs Many Opportunities to Read, to Write, to Listen to, and to
Discuss Oral and Written English Texts Expressed in a Variety of Ways.....................6
Principle 2: Draw Attention to Patterns of English Language Structure.....................7
Principle 3: Give ELLs Classroom Time to Use their English Productively...................8
Principle 4: Give ELLs Opportunities to Notice their Errors and to Correct their English......8
Principle 5: Construct Activities that Maximize Opportunities for ELLs to Interact
with Others in English..............................................................10
1.3 — Deciding on the Best ESOL Program...........................................13
1.4—Teaching for English Language Development.....................................18
vi Contents
1.5 — Not All ELLs are the Same...................................................22
Stages of Cultural Adjustment.......................................................24
Cultural Practices at School.........................................................25
1.6 — Culturally Responsive Pedagogy..............................................27
1.7 — Not All Parents are the Same: Home-School Communication........................30
Ideas: On Fostering Access..........................................................31
Ideas: On Fostering Approachability..................................................31
Ideas: On Achieving Good Follow-Through...........................................32
1.8 — English Language Learners with Special Needs..................................33
PART 2 — Influences on the Mathematical Attainment of English Language Learners..........37
2.1 — Overview: Influences on the Mathematical Attainment of English Language Learners.....39
2.2 — Providing an Equitable Mathematics Education to English Language Learners:
Mathematics Education Standards..................................................42
Summary.........................................................................44
2.3 — The Nature of Mathematics Language..........................................46
Vocabulary.......................................................................46
Symbols..........................................................................47
Syntax............................................................................48
Semantics.........................................................................49
Linguistic Difficulties Associated with Mathematical Discourse (Oral and Written).........50
Summary.........................................................................52
2.4 — Mathematics Teaching and Learning...........................................53
Tasks.............................................................................53
Classroom Discourse...............................................................55
Learning Environment.............................................................57
Teacher Preparedness to Work with ELLs.............................................58
Summary.........................................................................59
2.5 — Cultural Influences on Mathematics Learning and Engagement......................60
Cultural Links to Mathematics Content and Processes..................................60
Cultural Links to Mathematics Learning..............................................62
Culturally Responsive Pedagogy.....................................................64
Summary.........................................................................65
2.6—Assessment Results, Practices, and Procedures..................................66
Language Proficiency and Mathematics Achievement...................___........___66
Cultural Influences of Language Used in Test Items.....................................67
Contents vu
Test Accommodations and the ELL...................................................69
Summary.........................................................................71
2.7 — Recommendations for Improving the Mathematics Preparation of
English Language Learners........................................................72
Curriculum and Instruction.........................................................72
Assessment Practices...............................................................74
Teacher Education and Professional Development......................................74
Summary.........................................................................75
PART 3 — Best Practices to Support English Language Learners in the Mathematics Classroom.. 77
3.1 — Overview: Classroom Environments that Support English Language Learners...........79
3.2 — Orchestrating Classroom Discourse to Support Mathematics Concept and
Language Development...........................................................81
Speak and Enunciate Clearly to Make Language Comprehensible.........................82
Simplify and Elaborate Language.....................................................82
Express Information in Multiple Ways................................................83
Use Controlled Vocabulary..........................................................83
Limit the Use of Pronouns and Adjectives.............................................84
Limit the Use of and Explain Idiomatic Expressions or Culturally Based Terms.............84
Limit Asides or Conversations that Are Not Linked to the Lesson at Hand................85
Pause Frequently and Increase Wait Time.............................................85
Use Drawings and Illustrations to Support Communication..............................86
Use Dramatic Gestures, Actions, and Verbal Intonations................................87
Engage ELLs in Classroom Discourse.................................................87
Summary.........................................................................90
3.3 — Strategies to Help English Language Learners Understand Mathematics Language.......91
Strategies for Students at the Preproduction Stage of Language Development...............92
Make Vocabulary Learning a Natural Part of Instruction................................95
Reading Mathematics: Extending Strategies for Use with ELLs..........................105
Incorporate Writing in Mathematics: Extending Strategies for Use with ELLs..............107
Summary........................................................................Ill
3.4 — Emphasizing and Supporting Problem Solving................................... 112
Connect Mathematics to Life Occurrences...........................................113
Elaborate the Meaning of Words Provided in Real-World Problem-Solving Contexts.......113
Use Representations to Translate and Visualize Problems...............................114
Explicitly Teach and Model Problem-Solving Processes and Strategies....................114
Embed Clarity Checks.............................................................116
Provide Opportunities to Work with Peers to Solve Problems...........................116
Limit the Number of Problems Assigned.............................................116
Avoid a Focus on Key Words.......................................................117
Address the Use of Extraneous Information in Word Problems..........................118
Be Sensitive when Using Cultural References.........................................118
viii Contents
Encourage Students to Write Original Problems.......................................119
Summary........................................................................120
3.5—Assessing English Language Learners in Equitable Ways..........................121
Provide Access to Learning Tools during Assessments.................................121
Avoid Linguistic Complexities......................................................123
Provide Test Accommodations......................................................123
Daily Assessments................................................................125
Projects as Assessments............................................................127
Summary........................................................................128
3.6—Teaching Mathematics in Ways that are Culturally Responsive......................130
Teacher Critical Self-Examination and Self-Reflection..................................131
Provide a Welcoming Environment for ELLs..........................................132
Attend to Individualized Cultural Characteristics and Experiences.......................132
Create a Culturally Respectful Learning Environment..................................133
Use Cooperative Learning to Facilitate Language Acquisition and
Mathematics Comprehension.......................................................134
Allow Students to Use First Language as a Resource for Learning Mathematics............136
Enhance ELLs Self-Awareness as Members of Cultural Groups that Have
Contributed to Mathematical Developments..........................................137
Work with Others to Make Links to Students Families.................................137
Summary........................................................................138
3.7 — Strategies for Mathematics Teachers Who Are Themselves English Language Learners .. 139
Create a Learning Environment that Is Accepting of Linguistic Differences................141
Alert Students to Areas of Potential Difficulty Related to Language.......................141
Review the Mathematics Text for Linguistic and Symbolic Differences....................141
Use Various Strategies to Produce Comprehensible Output.............................142
Collaborate with English Speaking Colleagues........................................143
Keep a Journal of Idioms/Expressions for Use in Teaching Mathematics..................144
Engage in Ongoing Professional Development........................................144
Share and Receive Cultural Information..............................................145
Connect with Parents..............................................................145
Summary........................................................................145
Resources....................................................................146
Internet Resources to Support Mathematics Teaching and Learning......................146
Print Resources for Further Study...................................................149
Glossary......................................................................154
Notes........................................................................156
References.................................................................... 157
Index........................................................................167
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| discipline | Anglistik / Amerikanistik Mathematik |
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| spelling | Kersaint, Gladis Verfasser (DE-588)139349316 aut Teaching mathematics to English language learners Gladis Kersaint, Denisse R. Thompson, Mariana Petkova 1. publ. New York u. a. Routledge 2009 XIV, 170 S. Ill., graph. Darst. 26 cm txt rdacontent n rdamedia nc rdacarrier Teaching English language learners across the curriculum Includes bibliographical references (p. [157]-166) and index This title provides advice on how to teach mathematics to English language learners by offering context-specific strategies for facilitating classroom discussions, reading and interpreting math textbooks and tackling word problems. Englisch Mathematik Mathematics Study and teaching Curricula English language Study and teaching Foreign speakers Englischunterricht (DE-588)4014801-4 gnd rswk-swf Mathematikunterricht (DE-588)4037949-8 gnd rswk-swf Englischunterricht (DE-588)4014801-4 s Mathematikunterricht (DE-588)4037949-8 s DE-604 Thompson, Denisse Rubilee 1954- Sonstige (DE-588)139349367 oth Petkova, Mariana Sonstige oth Erscheint auch als Online-Ausgabe 0-203-89452-9 Erscheint auch als Online-Ausgabe 978-0-203-89452-1 http://www.loc.gov/catdir/toc/ecip088/2008001565.html Table of contents only HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020300136&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Kersaint, Gladis Teaching mathematics to English language learners Englisch Mathematik Mathematics Study and teaching Curricula English language Study and teaching Foreign speakers Englischunterricht (DE-588)4014801-4 gnd Mathematikunterricht (DE-588)4037949-8 gnd |
| subject_GND | (DE-588)4014801-4 (DE-588)4037949-8 |
| title | Teaching mathematics to English language learners |
| title_auth | Teaching mathematics to English language learners |
| title_exact_search | Teaching mathematics to English language learners |
| title_full | Teaching mathematics to English language learners Gladis Kersaint, Denisse R. Thompson, Mariana Petkova |
| title_fullStr | Teaching mathematics to English language learners Gladis Kersaint, Denisse R. Thompson, Mariana Petkova |
| title_full_unstemmed | Teaching mathematics to English language learners Gladis Kersaint, Denisse R. Thompson, Mariana Petkova |
| title_short | Teaching mathematics to English language learners |
| title_sort | teaching mathematics to english language learners |
| topic | Englisch Mathematik Mathematics Study and teaching Curricula English language Study and teaching Foreign speakers Englischunterricht (DE-588)4014801-4 gnd Mathematikunterricht (DE-588)4037949-8 gnd |
| topic_facet | Englisch Mathematik Mathematics Study and teaching Curricula English language Study and teaching Foreign speakers Englischunterricht Mathematikunterricht |
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