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Mastering the Language of Mathematics |
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Target Audience
Math teachers, grades 6-12
Student and Teacher Needs Addressed
In supporting equal access to challenging mathematical content, it is critical to implement instructional practices shown to be effective with linguistically diverse students (Anstrom, 1999). While some schools do have access to sheltered content instruction, many limited-English-proficient (LEP) students at the secondary level spend a majority of their time in mainstream classes not specially designed to meet their needs, with teachers who have not received appropriate training in the education of diverse learners (McKeon, 1994). LEP students need mathematics presented in a comprehensible and meaningful manner, and teachers need professional support to design learning environments that address these needs.
Recommended Approach
Several dimensions characterize an effective approach to mathematics teaching and learning for diverse learners. They include:
- an emphasis on mathematical problem-solving in authentic contexts,
- development of critical thinking skills,
- teaching the language of mathematics,
- creation of language-supportive classrooms, and
- connection of school mathematics to students' backgrounds and experiences.
Teacher Competencies
The participants in this professional development will:
- Identify and apply scientifically-based research of the teaching of mathematics to second language learners
- Use the interrelatedness of speaking, listening, reading and writing to assess and develop academic language proficiency in the context of mathematics instruction
- Use formal and informal assessments to plan and adjust instruction
- Translate mathematical statements among developmentally appropriate language, standard English, mathematical language and symbolic mathematics
- Facilitate discourse between the teacher and students and among students to explore, build and refine mathematical ideas
- Purposefully select, combine and use a variety of instructional strategies to ensure reading comprehension of content-related texts, including helping students link content to their lives and connect related ideas across different texts
- Infuse technological tools and resources (e.g., probeware, data collection devices, calculators, computers) into the instructional process
- Improve student performance on math assessments
- Create instructional opportunities and experiences in mathematics that are responsive to diversity and individual needs
Format
- 18 hours of workshop training annually (may include video conferences)
- Quarterly demonstration lessons in participant teachers' classrooms
- Post-observations in selected teachers' classrooms (optional)
- Biannual meeting with principal
- Project listserv (optional)
- Phone and e-mail consultation
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