Chapter 24, Effective strategies for teaching mathematics to English language learners (ELLs)
- Introduction to standards
- Introduction
- Standards are needed to:
- Ensure quality
- Indicate goals
- Promote change
- National Council of Teachers of Mathematics (NCTM) goals are to promote:
- Mathematically literate workers
- Lifelong learners
- Opportunities for all
- An informed electorate in a democratic country
- Principles for Teaching
- Equity – high expectations for all students
- Curriculum – coherent and articulated K-12
- Teaching – what students know and what they need to learn; effective pedagogy
- Learning – for understanding and prior knowledge
- Assessment – support learning and give information to teacher and learner
- Technology – what is taught and enhances learning
- Content standards
- Numbers and operations
- Algebra
- Geometry
- Measurement
- Data analysis and probability
- Process standards
- Problem solving
- Reasoning and proof
- Communication
- Representations
- The standards by Domain for the CCSSM
- Counting and cardinality
- Operations and algebraic thinking
- Number and operations in base ten
- Number and operations – fractions
- Measurement and data
- Geometry
- Ratios and proportional relationships
- The number system
- Expressions and equations
- Functions
- Statistics and probability
- Math test accommodations, teachers need to consider:
- Using modified, simplified, English on tests
- Providing a glossary with definitions with difficult nonmathematical terms
- Allocating extra testing time for ELLs
- ESOL Math strategies
- Teach vocabulary using realia and demonstration
- Relate math problems and vocabulary to prior knowledge and background
- Apply the math problems to daily life situations
- Use manipulatives to make problems concrete instead of abstract
- Manipulative chart on page 326
- Encourage drawings to translate and visualize word problems
- Use wait time to encourage understanding
- Encourage students to follow the four-step problem solving process
- Read and understand the problem. They write the problem in simpler terms.
- Develop a strategy for solving the problem and discuss how they arrived at this strategy
- Carry out their plan and show all work justifying their answer.
- Look back and check to see that their solution appears to be reasonable.
- Rewrite word problems in simple terms
- Encourage children to think aloud when solving word problems and have students give oral explanations of their thinking, leading to solutions
- I predict that…
- I can picture…
- A question I have is…
- This is like…
- This reminds me of…
- I am confused about…
- The big idea here is…
- I believe…
- Have students write original word problems to be exchanged with classmates
- Explain directions clearly and repeat key terms
- “The difficulties that language minority students have with the language of mathematics line in four major areas: vocabulary skills, syntax, semantics, and discourse features.” Page 331
- Realize that not all math notations are necessarily universal
- Create word bank charts and display them in the classroom to be viewed, emphasize vocabulary
- Pair up ELLs with non-ELL students
- Group students heterogeneously during cooperative learning
- Make interdisciplinary connections to what students are learning in math
- Make cultural connections for ELLs when teaching mathematics
- Concretize math concepts with total physical response
- *****Activity Idea from page 335 – in demonstrating the math concepts of equal to, more than, and less than, =, >, <, teachers can divide the class into two groups with equal numbers of students; for greater than or less than move students. Can also have a student in the middle make the symbol with their arms, or teacher make symbol while discussing with class.
- “Students will have a lot of fun learning math using this approach, because teachers involve students in math concepts instead of solely talking about them.” Page 335
- Take internet field trips and use mathematics websites / software / technology
- www. funschool .com - This website is recommended in the chapter, but no longer exists.
- www.funbrain.com - This one works
- IXL - This one works. This is a site that is used by some of the Farmington schools.
- Use children’s literature to teach mathematics and develop the language
- Benefits of using literature in mathematics
- Math concepts taught in the context of a story
- Incorporates integrated studies with reading, writing, speaking, listening, etc.
- Develops mathematical thinking
- Prevents math anxiety and creates a less math-anxious classroom environment
- Allows for a variety of responses
- Makes historical, cultural, and practical application connections
- May allow for the use of manipulatives as it relates to the story
- The teacher can assess a student’s understanding by reading / questioning
- A range of books to use in teaching most math concepts K-8
- May lead to problem solving and active involvement from the context of the story
- Provides for a shared experience for students and the teacher
- *****Book – Books You Can Count On: Linking Mathematics and Literature. Griffiths and Clyne 1991
- Auditory, visual, and kinesthetic, be sure to reach different learning styles
- Sample Lessons with various grades / math topics
- Geometry
- Measurement
- Algebraic thinking
- Number sense concepts and operations
- Data analysis and probability
- Summary
(Ariza, Yahya and Zainuddin 318-341)
Ariza, Eileen Whelan, et al. Fundamentals of Teaching English to Speakers of Other Languages, in K-12 Mainstream Classrooms; Fourth Edition. Dubuque: Kendall Hunt publishing company, 2015. Print.