NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1092662
Record Type: Journal
Publication Date: 2016-Mar
Pages: 7
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0025-5769
Create a Responsive Learning Community for ELLs
Dong, Yu Ren
Mathematics Teacher, v109 n7 p534-540 Mar 2016
The American educational landscape is changing rapidly, and so are the students in American mathematics classrooms. In the New York City public schools, one of every four students is an English language learner (ELL) (New York City Department of Education 2014). Mathematics teachers find themselves teaching either in a classroom that contains all ELLs at different levels of English proficiency or in a mainstream mathematics classroom with a mixture of English speaking students and ELLs. Student diversity enriches teaching and learning but also brings challenges to mathematics teachers, challenges compounded by new learning standards and demanding graduation requirements. This article discusses ways to build a responsive learning community by providing language and culture support and integrating language instruction into mathematics teaching. A bibliography is included.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York