Search results
- Kristina Robertson
- The importance of teaching academic vocabulary. Vocabulary instruction is essential to effective math instruction. Not only does it include teaching math-specific terms such as "percent" or "decimal," but it also includes understanding the difference between the mathematical definition of a word and other definitions of that word.
- The importance of reading and understanding written math problems. Written word problems present a unique challenge to ELL students and teachers alike. In Reading and Understanding Written Math Problems, Brenda Krick-Morales writes, "Word problems in mathematics often pose a challenge because they require that students read and comprehend the text of the problem, identify the question that needs to be answered, and finally create and solve a numerical equation — ELLs who have had formal education in their home countries generally do not have mathematical difficulties; hence, their struggles begin when they encounter word problems in a second language that they have not yet mastered" (Bernardo, 2005).
- The importance of building background knowledge. As the opening quote from the Shel Silverstein poem reminds us, background knowledge plays a critical role in math class!
- The importance of increasing student language production in the content area. As I've worked with content area teachers in my district to develop Sheltered Instruction lessons and activities to enhance ELL learning, I've told them, "If a student doesn't say it in your class, they're never going to say it."
- Mathematics Education and The Common CORE State Standards
- Teaching Strategies For Learning and Talking Mathematics
- Conclusion
- Extensions
There are many potential challenges for ELLs in the mathematics classroom, including: 1. In many countries school mathematics curricula emphasize calculations, not communicating mathematical thinking. 2. Many students have never seen or worked with manipulatives and might not take a lesson using manipulatives seriously. 3. In some countries, period...
The discussion above was intended to provide information to assist educators in better understanding the language abilities and needs of their ELLs. But we still must ask, “How do mathematics teachers teach their students mathematical thinking if their students communicate minimally in English?” or “How do I reach my ELLs?” Although there are no si...
Mathematics is not limited to computation; it is very much dependent on the language in which it is taught. Current mathematics standards require students to apply computational skills in a variety of real-life problem-solving situations, read and solve word problems, communicate their mathematical thinking, and collaborate with others to complete ...
For Reflection
1. In your ELLs’ shoes. Recall a time when you were learning a second language. Now imagine you had to learn mathematics in that language. What would you want your teacher to do? 2. Think back.Recall your school or college days and reflect on your best and worst experiences in the mathematics classroom. What did some teachers do to foster or hinder learning? Was there an emphasis on engaging in mathematical practices? Was there explicit language instruction?
For Action
1. Adapt a lesson.Find a lesson or unit on the Internet that is appropriate to your grade level or area of interest. Check if this lesson or unit grows out of real-world problems, is relevant to your students, and focuses on teaching explicit language components needed to understand the lesson. If it does not have any of these features, what adaptations would you need to make? 2. Interview a student or an adult whose first language is not English.Find out how the student or adult learned math...
At the heart of effective mathematics instruction is the goal of developing in students both a good understanding of mathematical concepts and an ability to communicate that understanding.
- 2MB
- 120
- Teaching academic vocabulary. Vocabulary instruction is essential to effective math instruction. Not only does it include teaching math-specific terms such as “percent” or “decimal,” but it also includes understanding the difference between the mathematical definition of a word and other definitions of that word.
- Reading and understanding written math problems. Written word problems present a unique challenge to ELL students and teachers alike. In Reading and Understanding Written Math Problems, Brenda Krick-Morales writes, “Word problems in mathematics often pose a challenge because they require that students read and comprehend the text of the problem, identify the question that needs to be answered, and finally create and solve a numerical equation — ELLs who have had formal education in their home countries generally do not have mathematical difficulties; hence, their struggles begin when they encounter word problems in a second language that they have not yet mastered” (Bernardo, 2005).
- Building background knowledge. As the opening quote from the Shel Silverstein poem reminds us, background knowledge plays a critical role in math class!
- Increasing student language production in the content area. As I’ve worked with content area teachers in my district to develop Sheltered Instruction lessons and activities to enhance ELL learning, I’ve told them, “If a student doesn’t say it in your class, they’re never going to say it.”
effective language instructional practices that allowed math teachers time to apply what they learned with students—and see firsthand what MLL students could accomplish as a result. It’s an approach modeled on
Theory of action to elevate expectations and instructional rigor for English Language Learners in the area of mathematics. The framework includes criteria for selecting quality instructional materials that attend to the language-related needs of ELLs.
People also ask
How to make math lessons more accessible to English learners?
How can ells improve mathematics instruction?
How can I learn the language of mathematics?
Should language be an integral part of math instruction?
Does language play a role in math instruction?
How do ELLs learn math?
The design principles and related routines work to make language development an integral part of planning and delivering instruction while guiding teachers to amplify the most important language that students are expected to bring to bear on the central mathematical ideas of each unit.
