This paper makes recommendations for developing mathematics instruction for English Language Learners (ELLs) aligned with the Common Core State Standards. The recommendations can guide teachers, curriculum developers, and teacher educators as they develop their own ways of supporting mathematical reasoning and sense-making for ELLs.
Some instructional recommendations discussed in the paper include:
Judit Moschkovich talks about teaching math for conceptual understanding with ELL students. ELLs may not speak like mathematicians right away, but teachers can build on the mathematical reasoning they’re already doing.
Dr. Moschkovich is Professor of Mathematics Education in the Education Department at the University of California, Santa Cruz. Her research uses socio-cultural approaches to examine mathematical thinking and learning in three areas: algebraic thinking (in particular student understanding of linear functions); mathematical discourse practices; and mathematics learners who are bilingual, learning English, and/or Latino/a. She has conducted classroom research in secondary mathematics classrooms with a large number of Latino/a students, analyzed mathematical discussions, and examined the relationship between language(s) and learning mathematics. Steering Committee, Math Work Group, and Public Dialogue Committee
© Stanford University, Stanford, California 94305
