• Save
Making Math Meaningful
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Making Math Meaningful

on

  • 1,553 views

 

Statistics

Views

Total Views
1,553
Views on SlideShare
1,553
Embed Views
0

Actions

Likes
1
Downloads
0
Comments
1

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
  • This is a solid approach. I teach pre-algebra and oftentimes, my students stumble at the point where they need to solve word problems. Thank you for this brief, but concise, summary!
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Making Math Meaningful Presentation Transcript

  • 1. MAKING MATH TIME MEANINGFUL Making Math Instruction an Integral Part of Language Learning
  • 2. MATH ACADEMIC VOCABULARYResearch says:  It is difficult to master content-specific vocabulary while trying to teach the connected concept  Academic language is much more difficult than conversational language used by many English language learners  ELLs not only have to learn content-specific vocabulary, but function words (analyzing, explaining, predicting)
  • 3. MATH ACADEMIC VOCABULARYLinguistic Implication:  CEL p. 52  ―The vocabulary of everyday speech tends to be informal and domestic, limited and inexplicit, as speakers cope with difficulties of memory, attention, and perception.  Academic vocabulary is difficult to acquire especially when the learner is still using conversational language as a means of communication  Math language using on the limited or inexplicit language may not be able to fully explain the ELL’s complete thinking
  • 4. MATH ACADEMIC VOCABULARYInstructional Strategies  Pre-teach content-specific and function terms prior to the lesson  Note multiple-meaning words that may cause problems  Create different ways to ―keep‖ vocabulary  Math Word Wall/Mathematician Wall  Vocabulary/Picture Personal Dictionary  Graphic Organizers  Dual Language Vocabulary Chart (use of both languages)  Total Physical Response (TPR) lesson
  • 5. MATH ACADEMIC VOCABULARY ―THINK LIKE A MATHEMATICIAN‖ Instructional Strategy You Can UseA math wall is a simple way to ―store‖ importantvocabulary, math strategies, and math related content. Examples Math Wall This math wallincorporates pictureswhich helps withconcrete learning
  • 6. MATH ACADEMIC VOCABULARY ―THINK LIKE A MATHEMATICIAN‖ Instructional Strategy You Can Use Take Away Activity:  Pick 3 vocabulary words or strategies appropriate to your grade level.  On your card:  Write the word, think of a visual or picture to represent the word, and a sentence or simple description.  Possibly include a TPR gesture that relates. Share
  • 7. WRITTEN MATH PROBLEMSResearch says:  The difficulty with word problems is that the problems require many layers: reading comprehension of the problem, making sense of the problem, identifying a question that needs to be answered, and planning to solve.  Important part of math learning because written problems promote:  Explicit vocabulary instruction  Experience in problem solving  Practice extracting information  Repeated reading, listening, speaking, and writing practice.
  • 8. WRITTEN MATH PROBLEMSLinguistic Implication CEL, p. 181  ―Written language displays several unique features, such as punctuation, capitalization, spatial organization…and other graphic effects.‖  Written math problems are not just difficult because of the math academic vocabulary, or the reading involved, but also because of written language features:  Features: Punctuation, capitalization  Graphic effects (font, spacing, etc.)  ―Written language tends to be more formal than spoken language.‖
  • 9. WRITTEN MATH PROBLEMSInstructional Strategies:  Teacher Think-Alouds  Modeling the logical process  Pull out key vocabulary, scaffold before  Student Think-Alouds  Making a strategy anchor chart based on student- created strategies, providing picture clue  Discussion Stems Posted  Written problems that are high interest, appeal to the learner  Using reading comprehension strategies to decode the problems
  • 10. WRITTEN MATH PROBLEMS Instructional Strategy You Can Use Examples  Sample Math Journals from ELs Task  Turn and talk with a neighbor about how you would scaffold this problem for a language learner in your classroom...There are 5 giraffes at the zoo. There are 4cheetahs at the zoo. How many spotted zooanimals are there all together?
  • 11. MATH BACKGROUND KNOWLEDGEResearch says:  Identify the unique experiences that the learner brings…  Learn as much about their prior math knowledge as possible  Promote first language use as a way to build background  Using native language will build more connections and create ―empowerment‖ and success in the learner
  • 12. MATH BACKGROUND KNOWLEDGELinguistic Implications:  CEL, p. 344-345  ―The lack of a common language can severely impede progress and can halt it altogether.‖  ―There are several ways of getting around the foreign language barrier, but none is simple, nor has any as yet been successful.‖  It is difficult for teachers and students that don’t have a common language, but one has to use resources available (translators, common words, or an existing language) that will increase motivation to learn language
  • 13. MATH BACKGROUND KNOWLEDGEInstructional Strategies:  L1 partner talks  Identifying parts that would be confusing, building the background instead of trying to activate prior knowledge that may not be there yet  Link concepts explicitly (from previous learning)  Build in routines that promote continuous exposure to content  Using high interest topics, identify important vocabulary  Teaching the use of manipulatives  Using real world situations that you can support with visuals, gestures, or experiences
  • 14. MATH BACKGROUND KNOWLEDGE Instructional Strategy You Can Use Task  Quiet Write:  Think of at least 10 high interest topics that you could use during math instruction to link to your ELs background knowledge  Share with your table
  • 15. PRODUCING MATH ACADEMIC LANGUAGEResearch says:  It is difficult to produce/speak math academic language because:  Conversational language is much easier to master than academic language (language in the content areas)  They are doing two jobs at once—learning a language and new math concepts
  • 16. PRODUCING MATH ACADEMIC LANGUAGEInstructional Strategies:  Use small group pairings  Promotes positive support system, positive learning environment  Scaffold  Use sentence frames/stems for discussions  ―Slow down, teacher!‖ – take a moment to reflect on your own teaching language  Allow students to share their own math thinking  usually use a more kid-friendly language  Pair with the ELL teacher to plan important language…they can support this learning
  • 17. REFERENCES Bibliography English Language Learners in Math. (2012). Retrieved from Teaching Today Glencoe: http://teachingtoday.glencoe.com/howtoarticles/english-language-learners-in-math Helping English Language Learners Master Math Terms. (2012). Retrieved from CAPELL: http://capellct.org/htmlfiles/documents/MiddleSchoolJournalMathTermsarticle.pdf Math Strategies for English Language Learners. (2012). Retrieved from Fair Lawn School District: http://mset.rst2.edu/ Appalachia Regional Comprehensive Center. (2009). Effective Practices for Teaching English Language Learners. Charleston: Edvantia. Blachowicz, C. L., Fisher, P. J., & Watts-Taffe, S. (2005). Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners in Grades K-5. Naperville: Learning Point Associates. Bresser, R. (2008). Teaching Math to English Language Learners. In R. Bresser, Supporting English Language Learners in Math Class, Grades K-2 (pp. 2-8). Sausilito: Math Solutions. Carrier, K. A. (2005). Key Issues for Teaching English Language Learners in Academic Classrooms. Middle School Journal, 4-9. Crawford, J. (2004). Basic Research on Language Acquisition. In J. Crawford, Educating English Learners: Language Diversity in the Classroom (pp. 182-212). Los Angeles: Bilingual Educational Services, Inc. Crystal, D. (2003). The Cambridge Encyclopedia of Language (2nd ed.). New York City: Cambridge University press. Echevarria, J., Vogt, M., & Short, D. (2009). The Academic Language of Mathematics. In J. Echevarria, M. Vogt, & D. Short, The SIOP Model for Teaching Mathematics to English Learners (pp. 1-14). Boston: Allyn and Bacon. Garrison, L., & Kerper Mora, J. (2008). Adapting Mathematics Instruction for English-Language Learners: The Language-Concept Connection. In J. K. Leslie Garrison, Changing the Faces of Mathematics: Perspectives on Latinos (pp. 35-48). National Council of Teachers of Mathematics, Inc. Goldenberg, C. (2008, Summer). Teaching English Language Learners: What the Research Does-and Does Not-Say. American Educator, pp. 8-44. Jasper, D. B. (2005, November). Teachers Guide to Teaching Mathematics to English Language Learners. Retrieved from Mathematics for English Language Learners: http://www.tsusmell.org Mooneyhan, L. (2012). Supporting English Language Learners in Mainstreama nd Content Area Classrooms. Retrieved from Ohio Valley Educational Cooperative: http://www.ovec.org/ Robertson, K. (2009). Math Instruction for English Language Learners. Retrieved from Colorin Colorado: