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ERIC Number: EJ1175529
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0737-5328
Developing a Framework of Outcomes for Mathematics Teacher Learning: Three Mathematics Educators Engage in Collaborative Self-Study
Bahr, Damon L.; Monroe, Eula Ewing; Mantilla, Jodi
Teacher Education Quarterly, v45 n2 p113-134 Spr 2018
This article synthesizes the literature on what it means to teach mathematics and science to ELLs and abstract from it a set of knowledge and skills teachers might need to teach ELLs effectively. To this end, the article brings together the sociocultural and linguistic perspectives identifying three areas of effective teaching practice. One argument is that collaborative learning conditions are beneficial in teaching mathematics and science to ELLs. A second contention is that teachers should be able to engage ELLs in mathematics 'talk' and the discourse of scientific concepts by bridging the divide between students' background experiences and the content of mathematics and science lessons. The third area of effective teaching practice forwards the claim that teachers should engage ELLs in talking and writing the language of mathematics and science. To support this point, the linguistic perspective identifies the shared and distinctive features of the academic languages of mathematics and science. Into this discussion, we integrate the insights of the mathematics and science specialists that participated in our panel.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah
Grant or Contract Numbers: N/A