Middle School Immigrant Students Developing Mathematical Reasoning in Spanish and English

Autor/inn/en	McGraw, Rebecca; Rubinstein-Avila, Eliane
Titel	Middle School Immigrant Students Developing Mathematical Reasoning in Spanish and English
Quelle	In: Bilingual Research Journal, 31 (2008) 1-2, S.147-173 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Video Technology; Mathematics Education; Foreign Countries; Mathematics Teachers; Immigrants; Mathematics Instruction; Middle School Students; English (Second Language); Second Language Learning; Bilingual Education; Mexican Americans; Hispanic American Students; Spanish; Ethnography; Interviews; Bilingual Teachers; Teacher Attitudes; Teaching Methods; Logical Thinking; Arizona + Suchen Sie Ihr Suchwort? Mathematische Bildung; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Immigrant; Immigrantin; Immigranten; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingual teaching; Bilingualer Unterricht; Hispanoamerikaner; Hispanic; Hispanic Americans; Studentin; Spanisch; Ethnografie; Interviewing; Interviewtechnik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Language is the means through which mathematics is learned and mathematical reasoning is developed and expressed. Students' development of mathematical knowledge is dependent upon their codevelopment of language competencies. This study sought to understand the intersection of language acquisition and mathematical reasoning in a multigrade, dual-language mathematics classroom. The focal research question was: In what ways do immigrant middle-school students use L1 and L2 to communicate and to reason mathematically? The students who participated were first- and second-generation immigrants from Mexico. Data included (1) ethnographic field notes, (2), videotape and audiotape of small-group work, (3) interviews with the bilingual mathematics teacher, and (4) student work. Findings suggest that (1) nonroutine mathematical problem posing is useful for eliciting productive talk and encouraging reasoning; and (2) when given the opportunity, ELLs are likely to draw productively upon their linguistic resources in L1 and L2 to support high-level mathematical reasoning. (Contains 1 figure and 1 endnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10