eBook - ePub
Teaching Mathematics to English Language Learners
Preparing Pre-service and In-service Teachers
- English
- ePUB (mobile friendly)
- Available on iOS & Android
eBook - ePub
Teaching Mathematics to English Language Learners
Preparing Pre-service and In-service Teachers
About this book
This edited book is about preparing pre-service and in-service teachers to teach secondary-level mathematics to English Language Learners (ELLs) in twenty-first century classrooms. Chapter topics are grounded in both research and practice, addressing a range of timely topics including the current state of ELL education in the secondary mathematics classroom, approaches to leveraging the talents and strengths of bilingual students in heterogeneous classrooms, best practices in teaching mathematics to multilingual students, and ways to infuse the secondary mathematics teacher preparation curriculum with ELL pedagogy. This book will appeal to all teachers of ELLs, teacher educators and researchers of language acquisition more broadly. This volume is part of a set of four edited books focused on teaching the key content areas to English language learners. The other books in the set focus on teaching History and Social Studies, English Language Arts, and Science to ELLs.
Trusted by 375,005 students
Access to over 1.5 million titles for a fair monthly price.
Study more efficiently using our study tools.
Information
Topic
PedagogíaSubtopic
Educación general© The Author(s) 2020
L. C. de Oliveira, M. Civil (eds.)Teaching Mathematics to English Language Learnershttps://doi.org/10.1007/978-3-030-48355-5_11. Introduction
Luciana C. de Oliveira1 and Marta Civil2
(1)
School of Education, Virginia Commonwealth University, Richmond, VA, USA
(2)
Department of Mathematics, The University of Arizona, Tucson, AZ, USA
Terminology and Acronyms
Organization of the Book
References
Students identified as English language learners (ELLs) are a rapidly growing population in the United States, accounting for 9.6% or 4.9 million students in public K-12 schools (National Center for Educational Statistics [NCES], 2019). The largest number of students classified as ELLs are found in California (20.2%), Texas (17.2%), Nevada (15.9%), New Mexico (13.4%), and Colorado (11.7%) (NCES, 2019).
With such growth in the ELL population, teachers of all content areas are seeing more of this student population in their classrooms. Preparing all teachers for the learning needs of ELLs—not just ESL teachers or bilingual specialists—is a pressing concern (Lucas & Grinberg, 2008). Teacher education programs across grade levels and content areas need to adequately prepare teacher candidates with knowledge of specific methods, curriculum, instruction, and assessment for the needs of ELLs (de Oliveira, 2016). Content teachers, for example, are expected to be able to provide disciplinary-based instruction that goes beyond a focus on vocabulary (Moschkovich, 2013; Schleppegrell, 2004). This is particularly evident in the recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, the C3 Framework for Social Studies State Standards, and the Next Generation Science Standards (NGSS). These new standards highlight the role that teachers have in developing ELLs’ discipline-specific abilities.
In mathematics, the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) movement has increased the linguistic demands associated with learning mathematics, focusing on such high-level skills as engaging in meaningful discussions, expressing ideas beyond computation skills, reading and writing complex word problems, and using language to express mathematical understanding. This increased focus on higher-order language and literacy tasks intensifies the needs of ELLs in the mathematics classroom.
As the chapters in this book attest, while mathematics teacher educators recognize the importance of educating pre-service and in-service teachers to teach ELLs, guidelines for how to do so remain scarce in the literature. What does mathematics pre-service teacher preparation look like when it meaningfully incorporates preparation to teach ELLs? How do mathematics curricula change when teacher educators address ELL learning? How can mathematics in-service teachers learn to work more effectively with ELLs in their current classrooms?
Terminology and Acronyms
Putting together an edited volume like this requires authors to consider the terminology used to identify the target student population with whom they set out to work. We recognize that there is little agreement in the scholarly literature as to what name best describes this student population. Each designation has different connotations and issues, with different terms being favored by scholars. These include emergent bilingual, bi/multilingual students, additional language speaker, ELL, English learner (EL), Limited English Proficient (LEP), non-native speaker (NNS), L2 speaker, etc.
We left it open for authors to choose whatever terminology was most appropriate for their chapters, without imposing a particular term or acronym. We use “English Language Learners” (ELL) in the book title to achieve cohesiveness among other books in this Palgrave Macmillan mini-series (see de Oliveira & Obenchain, 2018; de Oliveira & Shoffner, 2016; de Oliveira & Wilcox, 2017).
Organization of the Book
Chapter 2, by Ji Yeong I and Jiaqi Yu, opens the book with a case study that investigated how middle school mathematics pre-service teachers (PSTs) help Emergent Bilinguals (EBs) understand cognitively demanding problems while they received a set of EB-focused interventions. This chapter, entitled “Preparing Mathematics Preservice Teachers for Teaching Emergent Bilinguals Through Concurrent Intervention”, examines how three PSTs, who had no prior experience of teaching mathematics to EBs, worked with EBs in a one-on-one setting while receiving individual interventions. As time evolved, the PSTs began to integrate content from students’ cultures and applied various alternative methods related to the given mathematical situations. This chapter suggests that preparing PSTs requires an infusion of practical experiences and examples in order to teach EBs with effective culturally responsive teaching strategies.
In Chapter 3, Lawrence M. Lesser reports on his efforts to redesign a university’s statistics literacy course to give its biggest clientele (pre-service elementary and middle school teachers) content and pedagogy to improve their learning and make their future teaching more effective in a geographic region with a significant proportion of ELL students. The research-informed redesign made the course more accessible and useful and yielded insights about the distinctive ways in which ELL-responsive pedagogy plays out in the statistics classroom, a context that had received little specific attention (compared to the mathematics classroom) despite its rapidly growing importance in curricular and societal trends.
Chapter 4, by Maria I. Ruiz and Melissa A. Gallagher, describes a professional development (PD) program for teachers of mathematics who teach ELLs. Participants received instruction in second language acquisition as well as cultural and linguistic factors that may influence ELLs’ learning, practices to support ELLs’ learning of mathematics, growth mindset in the mathematics classroom, and mathematical knowledge for teaching rational numbers. The program included two summer institutes in subsequent summers, coaching visits, workshops during the school year, and a mathematics summer camp for ELLs. The authors suggest PD designers keep six principles in mind when supporting teachers of mathematics’ development of productive beliefs, knowledge, and practices needed to effectively teach ELLs.
In Chapter 5, Alandeom W. Oliveira, Carla Meskill, and Sepideh Yasrebi describe how the practices of an algebra teacher evolved during her participation in a professional development program as she collaboratively developed, implemented, and reflectively assessed a series of three algebra lessons with a specialist in second language acquisition. Teachers’ observations, collaborations, and reflections were coded, categorized, and presented in the chapter. They show how the professional development program impacted teacher’s practices related to (re)structuring classroom activity, small-group work, and increased attention to language. The authors make a case for the use of complementary expertise as a form of professional development. They conclude that effectively teaching algebra to ELLs requires understanding what it means to “speak algebra”, and recognition that even the most abstract algebraic concept can be taken up as talk and thereby learned.
Chapter 6, by Sarah A. Roberts, describes a professional development experience organized around a framework of questioning and four principles of effective mathematics instruction for multilingual students. Three seventh grade mathematics teachers participated in semester-long professional development with this framework grounding their work. This chapter provides four illustrations of practice, one for each principle, from the professional development, as the teachers considered how to prepare to implement these principles ...
Table of contents
- Cover
- Front Matter
- 1. Introduction
- 2. Preparing Mathematics Preservice Teachers for Teaching Emergent Bilinguals Through Concurrent Intervention
- 3. Redesigning a Statistics Literacy Course to Help Prepare Pre-service Teachers to Teach (Statistics to) English Language Learners
- 4. Designing Professional Development to Support Teachers’ Productive Beliefs, Knowledge, and Practices for Teaching Mathematics to English Language Learners
- 5. Improving Algebra Teachers’ Ability to Factor in Language: Complementary Expertise in Action
- 6. Exploring Professional Development Utilizing Questioning and Effective Mathematics Instruction for Multilingual Students
- 7. Engaging ELLs in Mathematics Learning Through Meaning-Making Activities
- 8. Functional Language Awareness in Secondary Mathematics Classrooms
- 9. Promoting Bilingual Mathematical Practices in a Classroom Through Modeling, Roller Coasters, and Discourse
- 10. What Informs Their Practice? Reflections on In-Service Teacher Education and Prior Experiences for the Teaching of Mathematics to ELLs
- 11. Shifting the Mathematics Learning Culture for ELL Students at “The Most Diverse High School in the United States”
- 12. Feedback and Assessment for Emerging Bilinguals in Secondary Mathematics: A Case Study of Written Feedback
- Back Matter
Frequently asked questions
Yes, you can cancel anytime from the Subscription tab in your account settings on the Perlego website. Your subscription will stay active until the end of your current billing period. Learn how to cancel your subscription
No, books cannot be downloaded as external files, such as PDFs, for use outside of Perlego. However, you can download books within the Perlego app for offline reading on mobile or tablet. Learn how to download books offline
Perlego offers two plans: Essential and Complete
- Essential is ideal for learners and professionals who enjoy exploring a wide range of subjects. Access the Essential Library with 800,000+ trusted titles and best-sellers across business, personal growth, and the humanities. Includes unlimited reading time and Standard Read Aloud voice.
- Complete: Perfect for advanced learners and researchers needing full, unrestricted access. Unlock 1.5M+ books across hundreds of subjects, including academic and specialized titles. The Complete Plan also includes advanced features like Premium Read Aloud and Research Assistant.
We are an online textbook subscription service, where you can get access to an entire online library for less than the price of a single book per month. With over 1.5 million books across 990+ topics, we’ve got you covered! Learn about our mission
Look out for the read-aloud symbol on your next book to see if you can listen to it. The read-aloud tool reads text aloud for you, highlighting the text as it is being read. You can pause it, speed it up and slow it down. Learn more about Read Aloud
Yes! You can use the Perlego app on both iOS and Android devices to read anytime, anywhere — even offline. Perfect for commutes or when you’re on the go.
Please note we cannot support devices running on iOS 13 and Android 7 or earlier. Learn more about using the app
Please note we cannot support devices running on iOS 13 and Android 7 or earlier. Learn more about using the app
Yes, you can access Teaching Mathematics to English Language Learners by Luciana C. de Oliveira, Marta Civil, Luciana C. de Oliveira,Marta Civil in PDF and/or ePUB format, as well as other popular books in Pedagogía & Educación general. We have over 1.5 million books available in our catalogue for you to explore.