English Language Learners and Math (ePub)
Discourse, Participation, and Community in Reform-Oriented, Middle School Mathematics Classes
(Sprache: Englisch)
Taking a community of practice perspective that highlights the learner as part of a community, rather than a lone individual responsible for her/his learning, this ethnographically-influenced study investigates how Latina/o English Language Learners (ELLs)...
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Taking a community of practice perspective that highlights the learner as part of a community, rather than a lone individual responsible for her/his learning, this ethnographically-influenced study investigates how Latina/o English Language Learners (ELLs) in middle school mathematics classes negotiated their learning of mathematics and mathematical discourse. The classes in which the Latina/o students were enrolled used a reform-oriented approach to math learning; the math in these classes was-to varying degrees-taught using a hands-on, discovery approach to learning where group learning was valued, and discussions in and about math were critical.
This book presents the stories of how six immigrant and American-born ELLs worked with their three teachers of varied ethnicity, education, experience with second language learners, and training in reform-oriented mathematics curricula to gain a degree of competence in the mathematical discourse they used in class. Identity, participation, situated learning, discourse use by learners of English as a Second Language (ESL), framing in language, and student success in mathematics are all critical notions that are highlighted within this school-based research.
This book presents the stories of how six immigrant and American-born ELLs worked with their three teachers of varied ethnicity, education, experience with second language learners, and training in reform-oriented mathematics curricula to gain a degree of competence in the mathematical discourse they used in class. Identity, participation, situated learning, discourse use by learners of English as a Second Language (ESL), framing in language, and student success in mathematics are all critical notions that are highlighted within this school-based research.
Bibliographische Angaben
- Autor: Holly Hansen-Thomas
- 2009, 161 Seiten, Englisch
- Verlag: Information Age Publishing
- ISBN-10: 1607522551
- ISBN-13: 9781607522553
- Erscheinungsdatum: 01.08.2009
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- Dateiformat: ePub
- Grösse: 0.72 MB
- Mit Kopierschutz
Sprache:
Englisch
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