Supporting Sense Making with Mathematical Bet Lines

Autor/inn/en	Dick, Lara; White, Tracy Foote; Trocki, Aaron; Sztajn, Paola; Heck, Daniel; Herrema, Kate
Titel	Supporting Sense Making with Mathematical Bet Lines
Quelle	In: Teaching Children Mathematics, 22 (2016) 9, S.538-545 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Instruction; Word Problems (Mathematics); Teaching Methods; Elementary School Mathematics; Mathematics Teachers; Faculty Development; Classroom Communication; Discussion (Teaching Technique); Problem Solving; English Language Learners; Prediction + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Textaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Mathematik; Schulmathematik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassengespräch; Problemlösen; Vorhersage
Abstract	In the mathematics classroom, making sense of story problems can be a challenge for all students. Strategies that promote student discourse offer teachers one way to support their students' sense-making processes. In this article, the authors present a mathematical discourse strategy that was introduced to elementary school teachers during Project All Included in Mathematics (AIM), a forty-hour, yearlong professional development (PD) program focused on promoting discourse as a viable approach to support all students in developing meaning for mathematics content. The strategy is called "Mathematical Bet Lines" and was adapted from the Bet Lines with English language learners (ELLs) as a literacy strategy to develop students' ability to make predictions on the basis of their comprehension of the context (Soto-Hinman and Hetzel 2009). The Mathematical Bet Lines strategy was designed to promote classroom discourse and support sense making when teachers are launching a lesson about mathematics story problems. In this article, the authors discuss how teachers implemented the strategy in their own classrooms to help students make sense of story problems. They show how such strategies, designed to promote sense making and mathematical discourse, are beneficial to not only ELLs but also all students in the classroom. (A bibliography is included.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01