Developing Multilingual Learners' Mathematics Reasoning "and" Register

Autor/inn/en	Kitchen, Richard; Castellón, Libni B.; Matute, Karla
Titel	Developing Multilingual Learners' Mathematics Reasoning "and" Register
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 116 (2023) 9, S.659-665 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Grade 5; Elementary School Teachers; Multilingualism; Mathematics Instruction; Language Usage; Mathematics Education; English (Second Language); Second Language Learning; Thinking Skills; Mathematical Logic + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mehrsprachigkeit; Multilingualismus; Mathematics lessons; Mathematikunterricht; Sprachgebrauch; Mathematische Bildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Denkfähigkeit; Mathematical logics; Mathematische Logik
Abstract	In this article, the authors share the instructional moves that a fifth-grade teacher, made to simultaneously develop the mathematical reasoning of multilingual learners and the mathematics register required to write a multiplication story. The teacher incorporated tasks in her lessons that fostered students' mathematical reasoning consistent with instructional goals and the mathematics register that includes discipline-specific language of mathematics. The teacher incorporated three language practices as she progressed through the multiplication story lesson that included: (1) Using everyday English; (2) Engaging students in mathematical discourse; and (3) Developing the mathematics register specific to the task under consideration. The authors conclude that ambitious and equitable teaching practices demonstrates that teachers who serve high a percentages of multilingual learners do not need to lower their mathematical expectations for their students because they are in the process of learning English but rather, multilingual learners are quite capable of solving mathematically demanding tasks such as the Multiplication Story task. (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: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01