ERIC Number: ED481648
Record Type: RIE
Publication Date: 2004
Alternative Secondary Mathematics Programs for Migrant Students: Cultural and Linguistic Considerations.
This chapter describes various programs providing secondary mathematics curricula to migrant students and discusses some challenges of integrating the cultural and linguistic experiences of migrant students learning mathematics. Among the distance-education programs designed for migrant students, the University of Texas Migrant Program delivers 22 core courses required for high school graduation in Texas, including Algebra Across the Wire, which has had a high rate of success with migrant students. Project SMART, a collaborative distance-learning program between Texas and its receiving states, has offered pre-algebra, algebra, geometry, and other mathematics courses to migrant students using interactive or delayed television instruction and videotaped lessons. The ESTRELLA program serves secondary migrant students who travel from six targeted Texas school districts to Illinois, Minnesota, Montana, or New York. Program elements include a Web site, e-mail, multimedia instruction, self-paced lessons, and cybermentors. The Portable Assisted Study Sequence (PASS) allows students to work semi-independently at their own pace, completing courses one unit at a time and accruing credits toward graduation. Although these programs offer alternative delivery approaches, instructors are still challenged to make connections between mathematics instruction and students' culture and language. A recent study of students' think-aloud protocols while solving word problems demonstrated the confusion arising both from limited English proficiency and from the use of mathematical language in non-mathematical contexts. Ways to increase the cultural relevance of mathematics instruction are also discussed. (SV)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Chapter 14 in: Scholars in the Field: The Challenges of Migrant Education; see RC 024 211.