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ERIC Number: EJ1113921
Record Type: Journal
Publication Date: 2016-Sep
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1073-5836
5 Strategies for Discourse Scaffolding ELLs
Banse, Holland W.; Palacios, Natalia A.; Merritt, Eileen G.; Rimm-Kaufman, Sara E.
Teaching Children Mathematics, v23 n2 p100-108 Sep 2016
Facilitating productive discussions in the mathematics classroom is a challenge for many teachers. Discourse--student communication of mathematical ideas with teachers and peers--provides a platform on which students share their understanding, clarify misperceptions, and evaluate ideas. If students are unable to access and participate in discourse, their opportunities to learn mathematics may be diminished. The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010), as well as the National Council of Teachers of Mathematics (NCTM's) (2000) Process Standards describe discourse as crucial to students' mathematical development. One potential barrier to accessing discourse is students' English language proficiency. Discourse can be difficult to implement, especially in classrooms with students who are learning English in addition to mathematics. Teachers need concrete suggestions for effective practices that can help them facilitate discourse in classrooms with English language learners (ELLs), so that discourse can advance ELLs' mathematical development. This article presents suggested instructional strategies to support ELLs in both understanding and participating in mathematical discourse.
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/teaching-children-mathematics/
Publication Type: Journal Articles; Guides - Classroom - Teacher; Reports - Descriptive
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools
Audience: Teachers
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B090002