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ERIC Number: EJ1081788
Record Type: Journal
Publication Date: 2015-Dec
Pages: 39
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0042-0859
Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom
Rubinstein-Ávila, Eliane; Sox, Amanda A.; Kaplan, Suzanne; McGraw, Rebecca
Urban Education, v50 n8 p899-937 Dec 2015
Few studies on the role of bilingualism in mathematics classrooms explore the intersection of biliteracy, language use, mathematical discourse, and numeracy--especially at the middle school level. Drawing from biliteracy development theory and reform mathematics education literature, this qualitative case study of a dual-language mathematics classroom shows how English language learners (ELLs)/bilinguals use their first (L1) and second language (L2) as resources to access advanced mathematical curriculum. The article provides glimpses of instructional strategies that encourage mathematics discourse and biliteracy development. Encouraging secondary bilingual students to solve non-routine mathematical problems collaboratively may not only promote student engagement but also promote binumerate development.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Arizona
Grant or Contract Numbers: ESI0424983