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ERIC Number: ED322284
Record Type: RIE
Publication Date: 1990-Oct
Pages: 65
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching Mathematics with Understanding to Limited English Proficient Students. Urban Diversity Series No. 101.
Secada, Walter G.; Carey, Deborah A.
This document provides research-based information to help school district personnel select appropriate mathematics education programs for their limited English proficient (LEP) elementary school students. A review of the mathematics education literature is discussed in the context of the reform movement in school mathematics. Two instructional programs for effectively teaching mathematics to LEP students, Active Mathematics Teaching (AMT) and Cognitively Guided Instruction (CGI), are discussed in detail. Examples, using addition and subtraction problems, illustrate each program. Since teaching math in a student's native language may be more effective than limiting instruction to English, Spanish translations of examples are also included to demonstrate how simple presentation of problems can facilitate their solving. Recommendations are woven throughout the text and each section ends with a list of additional recommendations for teaching mathematics to LEP students. The following final recommendations are suggested: (1) choose and use manipulatives carefully; (2) manipulatives should support discussion about mathematics, not replace it; (3) activities should emphasize the mathematics content; (4) the National Council of Teachers of Mathematics' document, "Curriculum and Evaluation Standards," provides specific recommendations for content that should be emphasized as well as deemphasized; (5) AMT has been proven effective for conveying large amounts of basic information that is well organized; (6) CGI shows promise for developing problem solving skills, higher order thinking, and enhancing student confidence; and (7) mathematics is too important for students' futures to be reduced to computations or omitted entirely. Five figures are included. A list of 72 references is appended. (FMW)
ERIC Clearinghouse on Urban Education, Box 40, Teachers College, Columbia University, New York, NY 10027.
Publication Type: Reports - Research; ERIC Publications
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Language: English
Sponsor: Wisconsin Center for Education Research, Madison.; Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.; Columbia Univ., New York, NY. Inst. for Urban and Minority Education.
Identifiers: Active Mathematics Teaching