Designing Mathematical Interactions for English Learners

Autor/inn/en	Chu, Haiwen; Hamburger, Leslie
Titel	Designing Mathematical Interactions for English Learners
Quelle	In: Mathematics Teaching in the Middle School, 24 (2019) 4, S.218-225 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Teachers; Mathematics Instruction; English Language Learners; Peer Relationship; Algebra; Mathematical Formulas; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Peer-Beziehungen; Mathematische Formel; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	All students need to discuss mathematics to develop and deepen understanding. However, for English Learners (ELs), peer dialogue is imperative and indispensable to conceptual understanding as they participate in mathematical practices and engage in increasingly sophisticated uses of language (Heritage, Walqui, and Linquanti 2015). As ELs share ideas, they are not only learning in the moment but also developing greater agency and autonomy. An instructional design for ELs must foster quality peer interactions. This article addresses the question: How can teachers design interactive tasks to challenge and support English learners who are exploring mathematics? Five types of engaging peer-interaction structures can support English learners as they make sense of mathematics and explore important mathematical relationships. (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/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01