Student Engagement and the Language of the Mathematics Class – Podcast Episode 51 | Classnotes Podcast Episode 51
Classnotes Podcast (March 26, 2009) Effective math secondary teachers use words, visual display and gestures to help their students understand symbols and terminology. Just as hypercorrecting toddlers when they say “two foots” can slow language development, hypercorrecting students when they don’t use the precise terminology can hinder their math development. Jack Dieckmann, M.A., a former senior math education specialist at IDRA and current doctoral student at Stanford, describes the importance of using the language of the student and allowing for messy talk to help their students make meaning of math concepts. Jack is interviewed by Aurelio Montemayor , M.Ed., director of the IDRA Texas Parent Information and Resource Center.
Show length: 20:27.
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Professor Jo Boaler’s talk about language, equity and math
Center for the Mathematics Education of Latinos/as
Simon Says – It’s Time for a New Game in Mathematics
By Jack Dieckmann , M.A., IDRA Newsletter
Can Everyone Master Mathematics?
By Jack Dieckmann , M.A., and Aurelio M. Montemayor, M.Ed., IDRA Newsletter
Public School Teachers Who Lead
By Jack Dieckmann , M.A. and Aurelio M. Montemayor, M.Ed., IDRA Newsletter
Texas IDRA Parent Information and Resource Center
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