ERIC Number: ED334310
Record Type: Non-Journal
Publication Date: 1991-Mar
Reference Count: N/A
Teaching Limited English Proficient Students To Understand and Use Mathematics. ERIC/CUE Digest No. 70.
Some of the instructional techniques developed by the mathematics reform movement are effective with Limited English Proficient (LEP) students, whether instruction is provided in the student's native language or in English. The following assumptions lead to good instruction: (1) students are capable of learning advanced mathematics regardless of their fluency in English or the ability of their teacher to speak their native language; (2) computation skills are less important than an understanding of mathematics; (3) number facts can be learned fastest in the context of understanding mathematics; (4) students should be exposed to large amounts of content; and (5) students' everyday lives provide sources of mathematics knowledge. A mathematics curriculum for LEP students should include the following approaches: (1) adjusting the linguistic complexity of learning tasks; (2) teaching "mathematics language"; (3) asking students to devise problems from their own experiences; (4) including course content recommended by the National Council of Teachers of Mathematics (NCTM); (5) presenting mathematics as a social task; and (6) designing assessment methods appropriate to the curriculum. Active Mathematics Teaching (AMT), a form of instruction that conveys large amounts of highly structured information to beginning students, and Cognitively Guided Instruction (CGI), which focuses on student thought processes while solving problems, show great promise for use with LEP students. A list of eight references is appended. (FMW)
Descriptors: Curriculum Development, Elementary School Mathematics, Elementary Secondary Education, Instructional Improvement, Limited English Speaking, Mathematics Curriculum, Mathematics Education, Mathematics Instruction, Mathematics Teachers, Program Descriptions, Secondary School Mathematics, Teacher Attitudes
ERIC Clearinghouse on Urban Education, Teachers College, Box 40, Columbia University, New York, NY 10027 (free).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.