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Today's mathematics classrooms increasingly include students for
whom English is a second language. Teaching Mathematics to English
Language Learners provides readers a comprehensive understanding of
both the challenges that face English language learners (ELLs) and
ways in which educators might address them in the secondary
mathematics classroom. Framed by a research perspective, Teaching
Mathematics to English Language Learners presents practical
instructional strategies for engaging learners that can be
incorporated as a regular part of instruction. The authors offer
context-specific strategies for everything from facilitating
classroom discussions with all students, to reading and
interpreting math textbooks, to tackling word problems. A fully
annotated list of math web and print resources completes the
volume, making this a valuable reference to help mathematics
teachers meet the challenges of including all learners in effective
instruction. Features and updates to this new edition include: An
updated and streamlined Part 1 provides an essential overview of
ELL theory in a mathematics specific context. Additional practical
examples of mathematics problems and exercises make turning theory
into practice easy when teaching ELLs New pedagogical elements in
Part 3 include tips on harnessing new technologies, discussion
questions and reflection points. New coverage of the Common Core
State Standards, as well as updates to the web and print resources
in Part 4.
Today's mathematics classrooms increasingly include students for
whom English is a second language. Teaching Mathematics to English
Language Learners provides readers a comprehensive understanding of
both the challenges that face English language learners (ELLs) and
ways in which educators might address them in the secondary
mathematics classroom. Framed by a research perspective, Teaching
Mathematics to English Language Learners presents practical
instructional strategies for engaging learners that can be
incorporated as a regular part of instruction. The authors offer
context-specific strategies for everything from facilitating
classroom discussions with all students, to reading and
interpreting math textbooks, to tackling word problems. A fully
annotated list of math web and print resources completes the
volume, making this a valuable reference to help mathematics
teachers meet the challenges of including all learners in effective
instruction. Features and updates to this new edition include: An
updated and streamlined Part 1 provides an essential overview of
ELL theory in a mathematics specific context. Additional practical
examples of mathematics problems and exercises make turning theory
into practice easy when teaching ELLs New pedagogical elements in
Part 3 include tips on harnessing new technologies, discussion
questions and reflection points. New coverage of the Common Core
State Standards, as well as updates to the web and print resources
in Part 4.
The current process of immigration influx poses real challenges to
many countries' educational systems. The need to provide equal
access to quality education for diverse student population becomes
imperative. Thus, this study examines the features of classroom
discourse in eight Algebra I classes from two urban high schools
with diverse student populations. In particular, by using the
discursive analysis perspective, the communication between teachers
and students is examined. The study investigates to what extent
teachers' patterns of discourse change as a result of the number of
ELLs present or their particular teaching experiences and ESOL
endorsement. Furthermore, the impact of teachers' cultural and
linguistic backgrounds upon ELLs' mathematics experiences is
explored, particularly the teachers' patterns of discourse and
adjustments to their teacher talk, or modifications of instructions
that contributed to ELLs' engagement in the classroom. Thus, this
book could provide valuable information to teachers,
administrators, teacher educators, publishers, curriculum
developers, researchers, as well as parents, and the students
themselves.
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