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ERIC Number: EJ1127845
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0022-0671
Scaffolding English Language Learners' Mathematical Talk in the Context of Calendar Math
Banse, Holland W.; Palacios, Natalia A.; Merritt, Eileen G.; Rimm-Kaufman, Sara E.
Journal of Educational Research, v110 n2 p199-208 2017
Teachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions while enacting a Calendar Math curriculum, in Grade 4 classrooms with high concentrations (>50%) of ELLs. The authors found that these teachers' use of Calendar Math did not provide a supportive context for conceptually based discussions. However, teachers did support ELLs in mathematical discussions by including display questions, elaborating student responses, modeling the use of mathematical vocabulary use, and use of self-talk. Teachers differed with regard to how often they elaborated responses, used vocabulary, the amount of teacher speech and the length of lessons. We discuss what these practices may mean for ELLs.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B090002; R305A070063