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ERIC Number: EJ878885
Record Type: Journal
Publication Date: 2010-Apr
Pages: 8
Abstractor: ERIC
ISSN: ISSN-1073-5836
Supporting Language Learners
Cady, Jo Ann; Hodges, Thomas E.; Brown, Clara Lee
Teaching Children Mathematics, v16 n8 p476-483 Apr 2010
English Language Learners (ELLs) have an increasing presence in the nations' classrooms. From 1991 to 2004 the number of ELLs nearly doubled in grades K-12. Furthermore, new forms of accountability have school personnel concerned with the progress--or lack of progress--of the ELLs. "Principles and Standards" also reflects this concern: The Equity Principle states that "all students should have access to an excellent and equitable mathematics program that provides solid support for their learning and is responsive to their prior knowledge, intellectual strengths, and personal interests" (NCTM 2000, p. 13). However, to achieve this goal "requires raising expectations for students' learning, developing effective methods of supporting the learning of mathematics by all students, and providing students and teachers with the resources they need." Specific instructional practices that target the needs that language learners have in learning math concepts also provide support for "all" students, regardless of their cultural backgrounds. These strategies can be grouped into two main categories: (1) Strategies to support English language acquisition; and (2) Strategies to promote low-anxiety classrooms. To illustrate how these tactics might be incorporated into a mathematics lesson, the authors describe them in relation to two mathematical tasks from "Navigating through Algebra in Grades 3-5." (Contains 4 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A