English Language Learners in the Mathematics Classroom

Overview

Strengthen mathematical understandings and academic vocabulary with standards-based strategies!

With straightforward language and examples, the authors help teachers develop specialized understanding and knowledge of strategies for supporting a high level of mathematics learning along with language acquisition for ELLs. Providing specific suggestions for teaching standards-based mathematics, this resource:

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Overview

Strengthen mathematical understandings and academic vocabulary with standards-based strategies!

With straightforward language and examples, the authors help teachers develop specialized understanding and knowledge of strategies for supporting a high level of mathematics learning along with language acquisition for ELLs. Providing specific suggestions for teaching standards-based mathematics, this resource:

  • Demonstrates how to incorporate ELL supports and strategies through sample lessons
  • Uses concrete materials and visuals to connect mathematical concepts with language development
  • Focuses on essential mathematical vocabulary
  • Includes brief research summaries with rationales for recommended practices

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Editorial Reviews

Alma Ramirez
"A must-have both for teachers of English learners and those of us who support teachers. Moves far beyond the notions of vocabulary lists or word walls to really tackle the complexities of scaffolding and academic discourse in ways that are comprehensible to all of us!"
Ryann Fletcher
"Provides elementary school teachers with multiple ways of presenting research-based strategies. This book can also help build a foundation for teachers in training."
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Product Details

  • ISBN-13: 9781412937597
  • Publisher: SAGE Publications
  • Publication date: 1/30/2007
  • Pages: 144
  • Product dimensions: 8.60 (w) x 11.10 (h) x 0.60 (d)

Meet the Author

Debra Coggins is a mathematics education consultant with experience advising districts, coaching teachers, and developing and delivering professional development. As a writer, she has helped develop a number of professional development programs for teachers of mathematics. These include creating CORE Math: Building Strong Foundations, assisting with the development of the Math Case Methods Project and Math Pathways and Pitfalls at West Ed, and coordinating the writing of America’s Choice Core Assignments. She was the lead writer of A Mathematics Source Book for Elementary and Middle School Teachers: Key Concepts, Teaching Tips, and Learning Pitfalls, a resource book for teachers and professional developers. Debra has presented at local, state, and national conferences, with a particular interest in strategies for supporting English learners, and the use of diagrams when teaching concepts related to operations and proportional reasoning. Debra currently assists the West Contra Costa Unified School District with mathematics intervention programs and Oakland Unified School District small schools with teaching strategies for reaching English learners in mathematics classes. Debra has 17 years teaching experience in grades K-12.

Drew Kravin is a mathematics coordinator for the Alameda County Office of Education (ACOE), where he co-directs and teaches in several specialized professional development programs for teachers, K-12. Among his responsibilities, he serves as co-director of ACCLAIM, the Alameda County Collaborative for Learning and Instruction in Mathematics, a professional development program in partnership with California State University East Bay that has provided training for over 2500 teachers since 2000. He also serves as co-director of two California Mathematics and Science Partnership grants, whose purpose is to institutionalize mathematics coaching support in several districts. Additionally, he is coordinator of the Student Work Profile, Internet-based software that facilitates teacher analysis of student work and that also includes a student online reasoning component. Drew served as mathematics and assessment specialist at ACOE prior to his position as mathematics coordinator, was a visiting educator at the California Department of Education, and was a writer for state and national standards. Drew has had a long-standing involvement in bilingual development both personally and professionally, including its connections to mathematics. Drew has been a classroom teacher primarily at the elementary level and a mathematics educator K-12 for over 22 years.

Grace Dávila Coates is the Director of FAMILY MATH, an international program dedicated to bringing families together for the purpose of investigating mathematical ideas, raising awareness of the role of mathematics in education, and opening doors to mathematics understanding and appreciation. FAMILY MATH is based at the Lawrence Hall of Science at the University of California at Berkeley. Grace is the primary author of Family Math for Young Children and Family Math II: Achieving Success in Mathematics. She has designed many professional development models used statewide, nationally, and internationally, focusing on the needs of English learners in mathematics. Grace has presented at local, state, and national conferences and has published numerous articles on mathematics education, English learners, family involvement, and language development. Grace has been a bilingual classroom teacher in grades pre-K through 8 and a mathematics educator for 24 years.

Maria Dreux Carroll is an adjunct professor at San Francisco State University and Holy Names University in Oakland, California where she teaches pre-service teachers mathematics methods. She recently retired from her position as mathematics specialist with the Alameda County Office of Education, but has continued to co-direct the Regional Mathematics Peer Coaching Support Network. Maria also worked as a mathematics specialist, coach and classroom teacher with the Oakland Unified School District, where she created a mathematics coaching support program for 25 Title I schools. Maria became interested in the intersection of bilingual education, English language development (ELD) and mathematics. As a result, Maria began to develop special staff development presentations to address the needs of bilingual and English language learners. Maria has presented at local, state and national conferences addressing the needs of teachers in mathematics content and pedagogy. Maria has been a classroom teacher in grades K-9 and a mathematics educator for more years than she wishes to count, including service in Washington D.C., Baltimore, Maryland, and Oakland, California.

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Table of Contents

Preface
Foreword
1. Developing Conversational Language: Help English Learners Talk-to-Learn During Mathematics Lessons
2. Developing Academic Language: Develop Mathematics Concepts and Vocabulary for English Learners
3. Scaffolding: Give Support for Both Mathematics and Language Learning
4. The Role of Concrete Materials: Utilize Objects to Develop Mathematical Understanding for English Learners
5. Visual Learning: Provide Mathematical and Organizational Representations as a Regular Component of Instruction
6. Questioning Strategies: Ask Questions to Foster Students' Learning of Mathematics and English
7. Comprehensible Input: Combine Many Strategies to Develop Mathematics Concepts Through Clear and Effective Instruction
8. Appendix
References
Index

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