To achieve academic success in mathematics, English language learners, like English-dominant peers, must use the language of mathematics to communicate core concepts and reason mathematically. Linking university initiatives with K-12 schools, presenters discuss mathematics standards and cognitive academic language development using examples of effective classroom practice.
See supporting documents (Salls Vocabulary Examples and Word Walls in Math)
Presenters Shelly Chasse-Johndro ; Linda Gerena ; Jennifer Salls ; Olga Ramirez
How do we engage students, respond to the knowledge proliferation climate, and cross boundaries impeding theory-research-practice integration? Language games. Wittgenstein’s metaphor, will be developed as a framework for teaching theory application and modeling multi-theory fluency and literacy. A variety language games will be introduced and played.
How do we engage students, respond to the knowledge proliferation climate, and cross boundaries impeding theory-research-practice integration? Language games. Wittgenstein’s metaphor, will be developed as a framework for teaching theory application and modeling multi-theory fluency and literacy. A variety language games will be introduced and played.
Algebra Readiness: Equipping K-8 Students for SuccessDreamBox Learning
As the focus on standards-readiness grows, educators need reassurance that they’re not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge. Joe Trahan, former middle school teacher, will discuss the pedagogical approach to preparing students for formal algebra. He'll share opportunities educators have to introduce the exploration of abstract concepts at an early age—at a time when students are more focused on concrete mathematical concepts.
ECM101 Development of Early Childhood NumeracyJimmy Keng
This course is offered to pre-school teachers by Pre-School Unit, Ministry of Education Singapore. This is Day 1 of the 12-hour course. Forty participants enrolled for the class which is the 4th Cohort.
Presentation for researchED maths and science on June 11th 2016. References at the end (might be some extra references from slides that were removed later on, this interesting :-)
Interested in discussing, contact me at C.Bokhove@soton.ac.uk or on Twitter @cbokhove
I of course tried to reference all I could. If you have objections to the inclusion of materials, please let me know.
Sometimes steps are simple and multiple methods can resolve the equation. During the start of of 1900, mathematics take the real turn and still new processes are evolving out of the woods.
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
Algebra Readiness: Equipping K-8 Students for SuccessDreamBox Learning
As the focus on standards-readiness grows, educators need reassurance that they’re not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge. Joe Trahan, former middle school teacher, will discuss the pedagogical approach to preparing students for formal algebra. He'll share opportunities educators have to introduce the exploration of abstract concepts at an early age—at a time when students are more focused on concrete mathematical concepts.
ECM101 Development of Early Childhood NumeracyJimmy Keng
This course is offered to pre-school teachers by Pre-School Unit, Ministry of Education Singapore. This is Day 1 of the 12-hour course. Forty participants enrolled for the class which is the 4th Cohort.
Presentation for researchED maths and science on June 11th 2016. References at the end (might be some extra references from slides that were removed later on, this interesting :-)
Interested in discussing, contact me at C.Bokhove@soton.ac.uk or on Twitter @cbokhove
I of course tried to reference all I could. If you have objections to the inclusion of materials, please let me know.
Sometimes steps are simple and multiple methods can resolve the equation. During the start of of 1900, mathematics take the real turn and still new processes are evolving out of the woods.
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
Teaching Mathematics to English Language Learners admills
This session will present strategies to help teachers teach mathematics to English language learners including hands-on differentiation activities for teachers to do in the session.
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
This panel discussion presents the experiences of several elementary and middle school ESL teachers as they work with students and colleagues to apply SFL and a genre-based pedagogy to language instruction. The discussion presents successes and challenges, strategies, students’ responses to the approach, collaboration experiences, and student performance data.
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
This module, part of the NYU Partnership for Teacher Excellence Curriculum Development Project, offers methods and strategies for math and science teachers to adapt their teaching to better serve ELL students in their classes.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
English Language Learners Achieving Academic Success in Mathematics
1. TESOL 2011 Annual Convention March 17, 2011 Shelly Chasse-Johndro Linda Gerena Jenny Salls Olga Ramirez English Language Learners Achieving Academic Success in Mathematics
2.
3. Dr. Linda Gerena is an Associate Professor at City University of New York, York College with more than 20 years of experience in teaching ELLs and preparing pre-service teachers at all grade levels.
4. Dr. Jenny Salls is a high school mathematics teacher and department chair at Sparks High School where she teaches algebra, Trigonometry/Pre-Calculus as well as an intervention class.
7. Peer Enabled Restructured Classrooms:A Field Trial Experiment Leading to a Successful Model for the Urban Classroom Funded by the National Science Foundation Mathematics and Science Partnership
8. What would you see if you walked into a peer enabled restructured classroom? Students working in groups and all the students are engaged. You may notice a young person acting as a group facilitator (named Teaching Assistant Scholar or TAS). The teacher might be walking around, might be talking with a group.
9. The Teaching Assistant Scholars High School students who successfully passed and completed the course in a prior year Regents scores in the 70-80 category (Average = 73) – middle level performance Enrolled in “TAS class” during year to learn pedagogical strategies, advanced content, and college preparedness
10. PERC Robust Closes the Achievement Gap Empowering Urban Classroom Reform School Reform Many Remaining Questions
24. Texas A&M University – CC and UT-Pan AmericanFamily Math & Family Science 2006 Soar! Acknowledgments: National Science Foundation Preservice Teachers Learning to Engage Hispanic Parents in Mathematics and Science [PTEP–Phase 1] (DUE # 0536827). Texas A&M -CC
27. Family Math & Family Science Cafeteria Setting – Expect Over 150 People Snacks and Refreshments are Provided Welcome Families Families Arrive Pre-service Teachers Prepare Registration
78. Context StrategiesActivities may occur prior to, during, after engagement with term(s), or in isolation from a text reading Vocabulary Their Way. Templeton, Bear, Invernizzi, Johnston, 2010
100. What can I do to involve a Hispanic family in mathematics education? A Hispanic Family
101. Mexican Loteria (Chalupa) Traditional Game Similar to Bingo Many of the 54 card images are about The Day of the Dead Nov. 2nd Mexico/South Texas – Visit Loved Ones at Cemeteries
102. Math Focus: Rectangles! Is there a pattern? Find all (1x1), (1x2), (1x3), (3x1), (1x4), (4x1), (2x2), (2x3), (3x2), (2x4), (3x3), (3x4), (4x3) and (4x4) rectangles!
115. Allen, J. (1999). Words, Words, Words. Portland: Stenhouse Publishers.
116. Beers, K. (2003). When Kids Can’t Read: What Teachers Can Do. Portsmouth: Heinemann.
117.
118. Palm Beach County Literacy Project. Vocabulary Acquisition, Word Building Strategies and Interactive Word Walls.
119. Word Walls. Retrieved January 4, 2011. http://www.theteacherscorner.net/writing/wordwall/index.htm
120.
121. Resources Resource Collections - Assessment, Motivation, Curriculum, and Intervention www.nctm.org/resources/content.aspx?id=15333 Family Resources - www.nctm.org/resources/families.aspx - Help your child succeed in math and Homework Help Figure This! - www.figurethis.org/index.html - Math challenges for students, Teacher’s and Family Corner, English and Spanish Illuminations - http://illuminations.nctm.org/ - Standards-based resources for the teaching and learning of mathematics; Web-based; Includes lessons, activities, interactives and Calculation Nation online math game
122. Thank You! Shelly Chasse-Johndro - shelly.chasse@maine.edu Linda Genera - lgerena@york.cuny.edu Jenny Salls - jsalls@washoe.k12.nv.us Dr. Olga Ramirez - oram@upta.edu
Editor's Notes
Colleagues and I developed a course to address the fact that teachers involved in the teaching of STEM subjects (science, technology, engineering and mathematics) increasingly find themselves in multicultural classrooms with English Language Learners (ELLs). These teachers are in need of employing a variety of strategies to help all of their students acquire the material. By focusing on different learning styles, today’s mathematics educators must be able to address their students’ cultural differences, divergent language abilities, ethnicity, social and economic status as well as physical and psychological differences. In the course students become familiar with the foundations of second language acquisition as related to mathematics. This enables them to integrate the acquisition of mathematics concepts with English language development and come to understand the contextual, social, and linguistic factors, which influence the successful learning of mathematics. As a result the students will better comprehend the concepts of language and content objectives, when designing a mathematics curriculum for ELLs. This course emphasizes how to promote equity in schooling, as teaching mathematics to ELLs also provides alternative access to mathematics content for to all students in a classroom. The forum is for educators interested in the effects of language acquisition, instructional strategies, and culture in the teaching and learning of mathematics concepts.
The teachers claim that planning PERC lessons forces them to focus on the students. They express surprise and chagrin as they reflect on how much their previous planning revolved around themselves and what they would say rather than their students and how they would learn.
Foundational priorities are Curriculum, Instruction, and assessment; equity; advocacy; professional development, and research.
Teaching Tips contains a variety of tips for teachers that get updated monthlyFamily Resources includes suggestions on helping children learn math and homework help
Figure this contains a variety of resources, including hints for teachers and families and math challenges for students. The materials are in both English and Spanish.
Illuminations provides standards-based activities, lessons, and interactives for teaching mathematics. It also contains Calculation Nation, a set of highly engaging online math games.
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