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ERIC Number: EJ856550
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1534-8458
Reform-Oriented Mathematics in Three 6th Grade Classes: How Teachers Draw in ELLs to Academic Discourse
Hansen-Thomas, Holly
Journal of Language, Identity, and Education, v8 n2-3 p88-106 2009
Traditionally, mathematics has been considered easy for English language learners (ELLs) due to the belief that math is a "universal language." At the same time, reform-oriented mathematics curricula, designed to promote mathematical discourse, are increasingly being adopted by schools serving large numbers of ELLs. CMP, the Connected Math Project, is one such reform-oriented curriculum. Taking a community-of-practice approach, this article compares how three 6th grade mathematics teachers in a Spanish/English community utilized language to draw ELLs into content and classroom participation. Teacher use of standard language fell into 2 categories: (a) modeling and (b) eliciting student practice. In the teacher's class that regularly elicited language, ELLs were successful on academic assessments; whereas students in the other 2 classes were not. Results suggest that CMP facilitates ELLs' learning and that a focus on mathematical language and elicitation benefits the development of mathematical discourse and content knowledge. (Contains 2 tables and 3 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A