SlideShare una empresa de Scribd logo
1 de 16
Descargar para leer sin conexión
Recommendations for Math
Instruction for English Learners
                  Ruslana Westerlund
   Adapted from Judit Moschkovich, 2012, Understanding
              Language, Stanford University
Recommendations for math instruction for english learners
About the Author


Judit Moschkovich is Professor of Mathematics Education
in the Education Department at the University of California,
Santa Cruz. Her research uses socio-cultural approaches to
examine mathematical thinking and learning in three areas:
algebraic thinking (in particular student understanding of
linear functions); mathematical discourse practices; and
mathematics learners who are bilingual, learning English,
and/or Latino/a. She has conducted classroom research in
secondary mathematics classrooms with a large number of
Latino/a students, analyzed mathematical discussions, and
examined the relationship between language(s) and
learning mathematics.
No quick fixes, but principles to
            consider
Recommendation #1


Focus on students’ mathematical reasoning, not
accuracy in using language.
  Teachers should not be alarmed when they hear
  imperfect language. Instead, teachers should first focus
  on promoting meaning, no matter the type of language
  students use.
  Eventually, after students have had ample time to
  engage in mathematical practices both orally and in
  writing, instruction can move students toward accuracy
  (p. 5).
Recommendation #2


Shift to a focus on mathematical discourse practices,
move away from simplified views of language.
  The focus of classroom activity should be on student
  participation in mathematical discourse practices
  (explaining, conjecturing, justifying, etc.)
  Instruction should move away from simplified views of
  language as words, phrases, vocabulary, or a list of
  definitions, which limits the linguistic resources teachers
  and students can use in the classroom to learn
  mathematics with understanding (p. 5).
Recommendation #2, cont.


Instruction should move away from the interpreting
precision to mean using the precise word, and instead
focus on how precision works in mathematical
practices (p. 6).
  E.g. x+3 is an “expression” , x+3=10 is an “equation”.
  However, attending to precision is not so much about
  using the perfect word; but what’s more important is to
  speak about precise situations.
True or False?


Precise claims can be made in imperfect language and
attending to precision at the individual word meaning
level will get in the way of students’ expressing their
emerging mathematical ideas.
Recommendation #3

   Recognize and support students to engage with the
   complexity of language in math classrooms (p. 6).
                 Language in Mathematical Classrooms
Multiple modes               Oral, written, receptive, expressive
Multiple representations     Including objects, pictures, words, symbols,
                             tables, graphs
Different types of written   Textbooks, word problems, student
texts                        explanations, teacher explanations
Different types of talk      Exploratory, expository
Different audiences          Presentations to the teacher, to peers, by
                             the teacher, by peers
Recommendation #3, cont’d


Instruction should:
a) Recognize the multimodal and multi-semiotic nature of
   mathematical communication;
b) Move from viewing language as autonomous and
   instead recognize language as a complex meaning-
   making system, and
c) Embrace the nature of mathematical activity as
   multimodal and multi-semiotic (p. 7).
Recommendation #4


Treat everyday language and experiences as
resources, not as obstacles.
  Everyday language and experiences are not obstacles to
  developing academic ways of communicating in math.
  Instruction needs to
  a) Shift from monolithic views of mathematical discourse
     and dichotomized views of discourse practices and
  b) Consider everyday and scientific discourses as
     interdependent, dialectical, and related rather than
     mutually exclusive (p. 7)
True or False?


Mathematical language may not be as precise as
mathematicians or mathematics instructors imagine it
to be.
Definitions are static and absolute facts to be
accepted.
Recommendation #5


Uncover the mathematics in what students say and
do (p. 8).
  Teachers need support in developing the following
  competencies (Schleppegrell, 2010):
  a) Using talk to build on students’ everyday language and at
     the same time develop their academic mathematical
     language;
  b) Providing interaction, scaffolding, and other supports;
  c) Deciding when imprecise or ambiguous language might
     be okay and when not.
True or False?


There is tensions around language and mathematical
content and teachers are not prepared to deal with
when to move from everyday to more mathematical
ways of communicating, and when and how to
develop “mathematical precision.”
Assessments


Classroom assessments based on mathematical
discussions need to evaluate content knowledge as
distinct from fluency of expression in English.
References:


Moschkovich, J. (2012) Mathematics, the Common
Core, and language: Recommendations for
mathematics instruction for ELs aligned with the
Common Core. University of California, Santa Cruz
A complete list of references is available at
http://ell.stanford.edu/sites/default/files/pdf/academic
-papers/02-JMoschkovich%20Math%20FINAL.pdf

Más contenido relacionado

La actualidad más candente

Principles Of Instructed Second Language Learning
Principles Of Instructed Second Language LearningPrinciples Of Instructed Second Language Learning
Principles Of Instructed Second Language LearningDee Reid
 
Vocabulary learning strategies
Vocabulary learning strategiesVocabulary learning strategies
Vocabulary learning strategiesluiscarl1981
 
Exposure and focus on form
Exposure and focus on formExposure and focus on form
Exposure and focus on formAlberto Amaro
 
Observing learning and teaching in the second language classroom
  Observing learning and teaching in the second language classroom  Observing learning and teaching in the second language classroom
Observing learning and teaching in the second language classroomAlobaidi77
 
Implementation of Theories into Practice and Strategies Considering Compatibi...
Implementation of Theories into Practice and Strategies Considering Compatibi...Implementation of Theories into Practice and Strategies Considering Compatibi...
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
 
Second Language Learning in the Classroom
Second Language Learning in the ClassroomSecond Language Learning in the Classroom
Second Language Learning in the ClassroomAhmed
 
Vocabulary Teaching: Implicit vs Explicit Instruction
Vocabulary Teaching: Implicit vs Explicit InstructionVocabulary Teaching: Implicit vs Explicit Instruction
Vocabulary Teaching: Implicit vs Explicit InstructioniBATEFL.COM
 
Second language learning in the classroom
Second language learning in the classroomSecond language learning in the classroom
Second language learning in the classroomAhmad Murtaqi
 
Lac- first language and second language in classroom
Lac- first language and second language in classroomLac- first language and second language in classroom
Lac- first language and second language in classroompraveenraj265
 
Second language learning_classroom
Second language learning_classroomSecond language learning_classroom
Second language learning_classroomVero Lopez
 
HOW TO PROMOTE OUTONOMOUS LEARNERS
HOW TO PROMOTE OUTONOMOUS LEARNERSHOW TO PROMOTE OUTONOMOUS LEARNERS
HOW TO PROMOTE OUTONOMOUS LEARNERSauthors boards
 
Observing learning and teaching in the second language
 Observing learning and teaching in the second language Observing learning and teaching in the second language
Observing learning and teaching in the second languageUTPL UTPL
 
Second language learning classroom
Second language learning classroomSecond language learning classroom
Second language learning classroomcuaality
 
Chapter 6 second language learning in the classroom
Chapter 6   second language learning in the classroomChapter 6   second language learning in the classroom
Chapter 6 second language learning in the classroomTshen Tashi
 
Building Academic Vocabulary
Building Academic VocabularyBuilding Academic Vocabulary
Building Academic VocabularyMike Fisher
 
Chapter 5 presentation
Chapter 5 presentationChapter 5 presentation
Chapter 5 presentationShanice Bacote
 

La actualidad más candente (20)

Principles Of Instructed Second Language Learning
Principles Of Instructed Second Language LearningPrinciples Of Instructed Second Language Learning
Principles Of Instructed Second Language Learning
 
Vocabulary learning strategies
Vocabulary learning strategiesVocabulary learning strategies
Vocabulary learning strategies
 
Exposure and focus on form
Exposure and focus on formExposure and focus on form
Exposure and focus on form
 
Observing learning and teaching in the second language classroom
  Observing learning and teaching in the second language classroom  Observing learning and teaching in the second language classroom
Observing learning and teaching in the second language classroom
 
An Introduction to Applied Linguistics - Chapter 13 - Reading
An Introduction to Applied Linguistics - Chapter 13 - ReadingAn Introduction to Applied Linguistics - Chapter 13 - Reading
An Introduction to Applied Linguistics - Chapter 13 - Reading
 
Implementation of Theories into Practice and Strategies Considering Compatibi...
Implementation of Theories into Practice and Strategies Considering Compatibi...Implementation of Theories into Practice and Strategies Considering Compatibi...
Implementation of Theories into Practice and Strategies Considering Compatibi...
 
Second Language Learning in the Classroom
Second Language Learning in the ClassroomSecond Language Learning in the Classroom
Second Language Learning in the Classroom
 
Materials for developing reading_present by Zahra Farajnezhad
Materials for developing reading_present by Zahra FarajnezhadMaterials for developing reading_present by Zahra Farajnezhad
Materials for developing reading_present by Zahra Farajnezhad
 
Vocabulary Teaching: Implicit vs Explicit Instruction
Vocabulary Teaching: Implicit vs Explicit InstructionVocabulary Teaching: Implicit vs Explicit Instruction
Vocabulary Teaching: Implicit vs Explicit Instruction
 
Second language learning in the classroom
Second language learning in the classroomSecond language learning in the classroom
Second language learning in the classroom
 
Lac- first language and second language in classroom
Lac- first language and second language in classroomLac- first language and second language in classroom
Lac- first language and second language in classroom
 
Second language learning_classroom
Second language learning_classroomSecond language learning_classroom
Second language learning_classroom
 
HOW TO PROMOTE OUTONOMOUS LEARNERS
HOW TO PROMOTE OUTONOMOUS LEARNERSHOW TO PROMOTE OUTONOMOUS LEARNERS
HOW TO PROMOTE OUTONOMOUS LEARNERS
 
Observing learning and teaching in the second language
 Observing learning and teaching in the second language Observing learning and teaching in the second language
Observing learning and teaching in the second language
 
Second language learning classroom
Second language learning classroomSecond language learning classroom
Second language learning classroom
 
Lundgren_Genre-based Pedagogy: Applying SFL to the Classroom
Lundgren_Genre-based Pedagogy: Applying SFL to the ClassroomLundgren_Genre-based Pedagogy: Applying SFL to the Classroom
Lundgren_Genre-based Pedagogy: Applying SFL to the Classroom
 
Chapter 6 second language learning in the classroom
Chapter 6   second language learning in the classroomChapter 6   second language learning in the classroom
Chapter 6 second language learning in the classroom
 
Building Academic Vocabulary
Building Academic VocabularyBuilding Academic Vocabulary
Building Academic Vocabulary
 
Chapter 5 presentation
Chapter 5 presentationChapter 5 presentation
Chapter 5 presentation
 
Module 1 by Ana Tudor
Module 1 by Ana TudorModule 1 by Ana Tudor
Module 1 by Ana Tudor
 

Similar a Recommendations for math instruction for english learners

Applied linguistics "An informed approach"
Applied linguistics "An informed approach"Applied linguistics "An informed approach"
Applied linguistics "An informed approach"Kum Visal
 
Presentation text approach teflin 2014
Presentation text approach teflin 2014Presentation text approach teflin 2014
Presentation text approach teflin 2014M Maru
 
Handout science literacy - tesol 2015
Handout science literacy - tesol 2015Handout science literacy - tesol 2015
Handout science literacy - tesol 2015jlmbrown1
 
Musanti eeis-beis intersection-handout
Musanti eeis-beis intersection-handoutMusanti eeis-beis intersection-handout
Musanti eeis-beis intersection-handoutjlmbrown1
 
A study of teachers’ use of language on junior high school
A study of teachers’ use of language on junior high schoolA study of teachers’ use of language on junior high school
A study of teachers’ use of language on junior high schoolAlexander Decker
 
A study of teachers’ use of language on junior high school
A study of teachers’ use of language on junior high schoolA study of teachers’ use of language on junior high school
A study of teachers’ use of language on junior high schoolAlexander Decker
 
Language Objectives for Elementary ELLs: Rigor in Reading and Writing
Language Objectives for Elementary ELLs: Rigor in Reading and WritingLanguage Objectives for Elementary ELLs: Rigor in Reading and Writing
Language Objectives for Elementary ELLs: Rigor in Reading and WritingLaura Lukens
 
Communicative approach.pptx
Communicative approach.pptxCommunicative approach.pptx
Communicative approach.pptxMarissa Ramos
 
RESEARCH PAPER-1 M WASIM CH PUB- IJHSSR
RESEARCH PAPER-1 M WASIM CH PUB- IJHSSRRESEARCH PAPER-1 M WASIM CH PUB- IJHSSR
RESEARCH PAPER-1 M WASIM CH PUB- IJHSSRProf. Waseem Ch
 
Communicative methodology (communicative language teaching) UMBB
Communicative methodology (communicative language teaching) UMBBCommunicative methodology (communicative language teaching) UMBB
Communicative methodology (communicative language teaching) UMBBChiglouma
 
Module 4 application
Module 4 applicationModule 4 application
Module 4 applicationLucas Meister
 
Educ 6706 literate environment analysis presentation
Educ 6706 literate environment analysis presentationEduc 6706 literate environment analysis presentation
Educ 6706 literate environment analysis presentationcarolinestubbs88
 
Second Language Teaching Methods
Second Language Teaching MethodsSecond Language Teaching Methods
Second Language Teaching Methodsguest0c02e6
 

Similar a Recommendations for math instruction for english learners (20)

Applied linguistics "An informed approach"
Applied linguistics "An informed approach"Applied linguistics "An informed approach"
Applied linguistics "An informed approach"
 
Presentation text approach teflin 2014
Presentation text approach teflin 2014Presentation text approach teflin 2014
Presentation text approach teflin 2014
 
Handout science literacy - tesol 2015
Handout science literacy - tesol 2015Handout science literacy - tesol 2015
Handout science literacy - tesol 2015
 
Musanti eeis-beis intersection-handout
Musanti eeis-beis intersection-handoutMusanti eeis-beis intersection-handout
Musanti eeis-beis intersection-handout
 
Enhancing College Students’ Speaking Under the Context of Multimodality
 Enhancing College Students’ Speaking Under the Context of Multimodality Enhancing College Students’ Speaking Under the Context of Multimodality
Enhancing College Students’ Speaking Under the Context of Multimodality
 
Nyu Pte Methods For Math & Science Teachers Oct 8, 2009 1
Nyu Pte Methods For Math & Science Teachers Oct 8, 2009 1Nyu Pte Methods For Math & Science Teachers Oct 8, 2009 1
Nyu Pte Methods For Math & Science Teachers Oct 8, 2009 1
 
Practical 18
Practical 18Practical 18
Practical 18
 
A study of teachers’ use of language on junior high school
A study of teachers’ use of language on junior high schoolA study of teachers’ use of language on junior high school
A study of teachers’ use of language on junior high school
 
A study of teachers’ use of language on junior high school
A study of teachers’ use of language on junior high schoolA study of teachers’ use of language on junior high school
A study of teachers’ use of language on junior high school
 
Teacing by Principles - Form - Focused Instruction - Chapter 20
Teacing by Principles - Form - Focused Instruction - Chapter 20Teacing by Principles - Form - Focused Instruction - Chapter 20
Teacing by Principles - Form - Focused Instruction - Chapter 20
 
Language Objectives for Elementary ELLs: Rigor in Reading and Writing
Language Objectives for Elementary ELLs: Rigor in Reading and WritingLanguage Objectives for Elementary ELLs: Rigor in Reading and Writing
Language Objectives for Elementary ELLs: Rigor in Reading and Writing
 
Communicative approach.pptx
Communicative approach.pptxCommunicative approach.pptx
Communicative approach.pptx
 
Making Math Meaningful
Making Math MeaningfulMaking Math Meaningful
Making Math Meaningful
 
April 2013
April 2013April 2013
April 2013
 
Second language teaching methods2
Second language teaching methods2Second language teaching methods2
Second language teaching methods2
 
RESEARCH PAPER-1 M WASIM CH PUB- IJHSSR
RESEARCH PAPER-1 M WASIM CH PUB- IJHSSRRESEARCH PAPER-1 M WASIM CH PUB- IJHSSR
RESEARCH PAPER-1 M WASIM CH PUB- IJHSSR
 
Communicative methodology (communicative language teaching) UMBB
Communicative methodology (communicative language teaching) UMBBCommunicative methodology (communicative language teaching) UMBB
Communicative methodology (communicative language teaching) UMBB
 
Module 4 application
Module 4 applicationModule 4 application
Module 4 application
 
Educ 6706 literate environment analysis presentation
Educ 6706 literate environment analysis presentationEduc 6706 literate environment analysis presentation
Educ 6706 literate environment analysis presentation
 
Second Language Teaching Methods
Second Language Teaching MethodsSecond Language Teaching Methods
Second Language Teaching Methods
 

Más de Ruslana Westerlund, Ed.D.

Más de Ruslana Westerlund, Ed.D. (7)

The Role of Language in Social Justice in Education
The Role of Language in Social Justice in EducationThe Role of Language in Social Justice in Education
The Role of Language in Social Justice in Education
 
Language is never neutral
Language is never neutralLanguage is never neutral
Language is never neutral
 
Minecraft
MinecraftMinecraft
Minecraft
 
Westerlund Collins and Fullan Synthesis
Westerlund Collins and Fullan SynthesisWesterlund Collins and Fullan Synthesis
Westerlund Collins and Fullan Synthesis
 
Language content objectives
Language content objectives Language content objectives
Language content objectives
 
Welcome to the Minnesota ESL, Bilingual, and Migrant Conference
Welcome to the Minnesota ESL, Bilingual, and Migrant ConferenceWelcome to the Minnesota ESL, Bilingual, and Migrant Conference
Welcome to the Minnesota ESL, Bilingual, and Migrant Conference
 
Keynote collabconventionnov2010
Keynote collabconventionnov2010Keynote collabconventionnov2010
Keynote collabconventionnov2010
 

Último

CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdf
NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdfNOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdf
NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdfSumit Tiwari
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxEduSkills OECD
 
How to Print Employee Resume in the Odoo 17
How to Print Employee Resume in the Odoo 17How to Print Employee Resume in the Odoo 17
How to Print Employee Resume in the Odoo 17Celine George
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
Latin American Revolutions, c. 1789-1830
Latin American Revolutions, c. 1789-1830Latin American Revolutions, c. 1789-1830
Latin American Revolutions, c. 1789-1830Dave Phillips
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 

Último (20)

CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdf
NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdfNOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdf
NOTES OF DRUGS ACTING ON NERVOUS SYSTEM .pdf
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
 
How to Print Employee Resume in the Odoo 17
How to Print Employee Resume in the Odoo 17How to Print Employee Resume in the Odoo 17
How to Print Employee Resume in the Odoo 17
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
Latin American Revolutions, c. 1789-1830
Latin American Revolutions, c. 1789-1830Latin American Revolutions, c. 1789-1830
Latin American Revolutions, c. 1789-1830
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 

Recommendations for math instruction for english learners

  • 1. Recommendations for Math Instruction for English Learners Ruslana Westerlund Adapted from Judit Moschkovich, 2012, Understanding Language, Stanford University
  • 3. About the Author Judit Moschkovich is Professor of Mathematics Education in the Education Department at the University of California, Santa Cruz. Her research uses socio-cultural approaches to examine mathematical thinking and learning in three areas: algebraic thinking (in particular student understanding of linear functions); mathematical discourse practices; and mathematics learners who are bilingual, learning English, and/or Latino/a. She has conducted classroom research in secondary mathematics classrooms with a large number of Latino/a students, analyzed mathematical discussions, and examined the relationship between language(s) and learning mathematics.
  • 4. No quick fixes, but principles to consider
  • 5. Recommendation #1 Focus on students’ mathematical reasoning, not accuracy in using language. Teachers should not be alarmed when they hear imperfect language. Instead, teachers should first focus on promoting meaning, no matter the type of language students use. Eventually, after students have had ample time to engage in mathematical practices both orally and in writing, instruction can move students toward accuracy (p. 5).
  • 6. Recommendation #2 Shift to a focus on mathematical discourse practices, move away from simplified views of language. The focus of classroom activity should be on student participation in mathematical discourse practices (explaining, conjecturing, justifying, etc.) Instruction should move away from simplified views of language as words, phrases, vocabulary, or a list of definitions, which limits the linguistic resources teachers and students can use in the classroom to learn mathematics with understanding (p. 5).
  • 7. Recommendation #2, cont. Instruction should move away from the interpreting precision to mean using the precise word, and instead focus on how precision works in mathematical practices (p. 6). E.g. x+3 is an “expression” , x+3=10 is an “equation”. However, attending to precision is not so much about using the perfect word; but what’s more important is to speak about precise situations.
  • 8. True or False? Precise claims can be made in imperfect language and attending to precision at the individual word meaning level will get in the way of students’ expressing their emerging mathematical ideas.
  • 9. Recommendation #3 Recognize and support students to engage with the complexity of language in math classrooms (p. 6). Language in Mathematical Classrooms Multiple modes Oral, written, receptive, expressive Multiple representations Including objects, pictures, words, symbols, tables, graphs Different types of written Textbooks, word problems, student texts explanations, teacher explanations Different types of talk Exploratory, expository Different audiences Presentations to the teacher, to peers, by the teacher, by peers
  • 10. Recommendation #3, cont’d Instruction should: a) Recognize the multimodal and multi-semiotic nature of mathematical communication; b) Move from viewing language as autonomous and instead recognize language as a complex meaning- making system, and c) Embrace the nature of mathematical activity as multimodal and multi-semiotic (p. 7).
  • 11. Recommendation #4 Treat everyday language and experiences as resources, not as obstacles. Everyday language and experiences are not obstacles to developing academic ways of communicating in math. Instruction needs to a) Shift from monolithic views of mathematical discourse and dichotomized views of discourse practices and b) Consider everyday and scientific discourses as interdependent, dialectical, and related rather than mutually exclusive (p. 7)
  • 12. True or False? Mathematical language may not be as precise as mathematicians or mathematics instructors imagine it to be. Definitions are static and absolute facts to be accepted.
  • 13. Recommendation #5 Uncover the mathematics in what students say and do (p. 8). Teachers need support in developing the following competencies (Schleppegrell, 2010): a) Using talk to build on students’ everyday language and at the same time develop their academic mathematical language; b) Providing interaction, scaffolding, and other supports; c) Deciding when imprecise or ambiguous language might be okay and when not.
  • 14. True or False? There is tensions around language and mathematical content and teachers are not prepared to deal with when to move from everyday to more mathematical ways of communicating, and when and how to develop “mathematical precision.”
  • 15. Assessments Classroom assessments based on mathematical discussions need to evaluate content knowledge as distinct from fluency of expression in English.
  • 16. References: Moschkovich, J. (2012) Mathematics, the Common Core, and language: Recommendations for mathematics instruction for ELs aligned with the Common Core. University of California, Santa Cruz A complete list of references is available at http://ell.stanford.edu/sites/default/files/pdf/academic -papers/02-JMoschkovich%20Math%20FINAL.pdf

Notas del editor

  1. Her paper in its entirety is available at http://ell.stanford.edu/sites/default/files/pdf/academic-papers/02-JMoschkovich%20Math%20FINAL.pdf
  2. Give the participants classroom vignettes and discuss them after each recommendation http://ell.stanford.edu/sites/default/files/pdf/publication-briefs/02-JMoschkovich%20Math%20Appendix%20FINAL.pdf
  3. True. This is a myth buster for any language teacher, but should not surprise a math teacher.
  4. The semiotic systems that are involved in mathematical discourse are natural language, mathematics symbol systems, and visual displays. Instruction should recognize and strategically support EL students’ opportunity to engage with this linguistic complexity.
  5. Rather than debating whether an utterance, lesson or discussion is or is not mathematical discourse, teachers should instead explore what practices, inscriptions, and talk mean to the participants and how they these to accomplish their goals.
  6. Both statements are false. P. 7 In many math journal articles, definitions are open to revisions by the mathematician. The problem and the misunderstanding occurs because in the lower level textbooks, definitions are presented as static and absolute.