Equity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8
232Equity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8
232Paperback
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Overview
As the number of multilingual learners (MLLs) in US schools continues to grow, educators need to learn the moves necessary to support the success of these students in mathematics and science.
Equity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8 focuses on the literacy opportunities that MLLs can achieve when language scaffolds are taught alongside rigorous math and science content. It provides a framework teachers can use to develop equity-centered, scaffolded math, science, or STEAM lessons. Readers will find
• Anchor phenomena that demonstrate issues with lesson design and delivery and highlight areas to include language and content scaffolds
• Examples for honoring the languages of students, families, and communities
• Culturally responsive techniques and easy-to-use tables featuring the equity moves
• Vignettes showcasing the equity move in the classroom setting
• A focus on four language demands: vocabulary, discourse, multiple modes of representation, and text features
With an assets-based approach to what MLLs can do, this book helps teachers unpack the language demands of mathematics and science and encourages reflection of their own practices in scaffolding for language and culture.
Product Details
ISBN-13: | 9781071873601 |
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Publisher: | SAGE Publications |
Publication date: | 01/23/2023 |
Series: | Corwin Mathematics Series |
Pages: | 232 |
Sales rank: | 436,974 |
Product dimensions: | 7.00(w) x 10.00(h) x (d) |
About the Author
Theodore Ruiz Sagun, Ed D, is a faculty advisor in the Teacher Education Program (TEP) at the University of California, LosAngeles (UCLA). In this role, he works and supports mathematics and science teachers who are new to teaching. Sagun is alsothe director of mathematics instruction and learning at UCLA’s Community Programs Office where he works alongside middle school and highschool mathematics teachers to surface and recognize students’ strengths. While in this position, Sagun has also served as a co-investigator of a Carnegie research project focused on the teaching and learning of mathematics. Prior to these experiences, Sagun served as an associate director of the UCLA Mathematics Project (UCLAMP). In this role, he became curious and interested in students’ mathematical thinking and ideas related to Cognitively Guided Instruction (CGI). Sagun has facilitated professional development spanning elementary to secondary mathematics for the UCLAMP. In other roles, Sagun has worked with NCSM: Leadership in Mathematics Education to contribute to its Essential Actions Series. In this effort, he helped to write Culturally Relevant Leadership in Mathematics Education for NCSM (2022). Sagun also served on the California Mathematics Curriculum Framework and Evaluation Criteria Committee in 2012 and 2020. He has presented at an array of conferences including the International Psychology of Mathematics Education, National Council of Teachers of Mathematics (NCTM), CGI, and California Mathematics Council North, South, and Central. Sagun has served as an adjunct professor at Whittier College and began his mathematics teaching career working with middle school and high school students in Whittier, California.
Michael Beiersdorf is a National Board Certified equity-driven educator who believes passionately in the power of education totransform students’ lives. He currently serves as the administrative coordinator for the Los Angeles Unified School District (LAUSD) Micro-Credentialing Program, where he is honored to play a role in supporting the growth and development of highly effective educators. In this role, he was responsible for developing and launching the LAUSD’s inaugural micro-credential in science, technology, engineering, the arts, and mathematics (STEAM) during the 2018–2019 school year. The micro-credentialing process allows educators to cultivate expertise in identified areas, use data and reflection for improvement, and be recognized for their accomplishments in driving student learning. In additionto his micro-credential work in STEAM, Beiersdorf has collaborated with partners inside and outside his district to develop and launch additional micro-credentials in various subject areas, all ultimately grounded in language and literacy with an equity lens.Before leading the work of micro-credentialing within LAUSD’s Human Resources Division, Beiersdorf served as a district scienceand STEAM content expert, where he designed and delivered professional learning for teachers and administrators that supported their implementation of the Next Generation Science Standards and STEAM instruction. Beiersdorf’s professional development expertise extends beyond science and STEAM, and he has led initiatives in various disciplines to build the capacity of all adults who interact with students. Audiences have included new and experienced teachers and administrators, paraprofessionals, and classified staff in both in-personand virtual settings. As his district pivoted to distance learning at the beginning of the COVID-19 pandemic, he led its Future Ready Certification, which was a collaborative effort to prepare approximately 14,000 educators to serve their students and families online. His work as a science and human resources administrator was preceded by 17 years as a science teacher for multilingual middle school students in Los Angeles and high school students in Tanzania, East Africa, where he served as a Peace Corps Education Volunteer. During his time teaching,in addition to earning his National Board Certification in early adolescence science, Beiersdorf was honored to be selected as one of his district’s Teachers of the Year. He is currently in the process of completing the dissertation for his doctorate in education at California State University, Northridge, with a focus on science teacher professional development.