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 Use
A math wall is a simple way to ―store‖ important
vocabulary, math strategies, and math related content.
Examples
Math Wall
This math wall
incorporates pictures
which helps with
concrete 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 4
cheetahs at the zoo. How many spotted zoo
animals 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: