Teaching Mathematics to English Language Learners: Preparing Pre-service and In-service Teachers

Contents
Notes on Contributors
List of Figures
List of Tables
1 Introduction
	Terminology and Acronyms
	Organization of the Book
	References
2 Preparing Mathematics Preservice Teachers for Teaching Emergent Bilinguals Through Concurrent Intervention
	Culturally Responsive Teaching in Mathematics
	Context of the Study
	Implementing Culturally Responsive Teaching Strategies
		Culture Integration
		Cognitive Demand
		Linguistic Support
	Discussions and Implications
	References
3 Redesigning a Statistics Literacy Course to Help Prepare Pre-service Teachers to Teach (Statistics to) English Language Learners
	The Nature of Statistics
	Context for the Course
	Audience
	Strategies Used and Modeled
		Word-Level Strategies
		Phrase-Level Strategies
		Sentence/Paragraph-Level Strategies
		Culturally Relevant Context
		Thinking Like a Statistician
		Other Strategies
	Final Thoughts
	References
4 Designing Professional Development to Support Teachers’ Productive Beliefs, Knowledge, and Practices for Teaching Mathematics to English Language Learners
	Teachers’ Productive Beliefs, Knowledge, and Practices
	Professional Development
	The SELAM Initiative
		The SELAM PD Program
	Lessons Learned
	Conclusions
	Appendix 1
	References
5 Improving Algebra Teachers’ Ability to Factor in Language: Complementary Expertise in Action
	Language and Algebra
	Teaching Mathematics to ELLs
	Participants and Their School
	The Professional Development Program
	Teaching Practices Before and After the PD
	Impact on Teaching
		(Re)Structuring Classroom Activity
		Small-Group Work
		Increased Attention to Language
	Conclusion
	References
6 Exploring Professional Development Utilizing Questioning and Effective Mathematics Instruction for Multilingual Students
	Questioning and Multilingual Principles
		Questioning
		Four Principles for Effective Mathematics Instruction for Multilingual Students
	Methods
		Context
		Participants
		Data Collection
		Data Analysis
		Overview of the Professional Development
	Illustrations of Principles and Questioning in PD
		PD#1—Principle 1: Funds of Knowledge
		PD#2—Principle 3: Language-Rich Opportunities
		PD#2—Principle 4: Academic Language Demands
		PD#3—Principle 2: Cognitively Demanding Tasks
	Conclusion
	References
7 Engaging ELLs in Mathematics Learning Through Meaning-Making Activities
	Framing the Issue: Dialogic Teaching and Learning
		Methodology
		Three Vignettes
	Context 1: “Topic in Algebra” Sheltered Course
	Context #2: “Algebra I” Sheltered Course
	Content #3—Geometry Mainstream Course
		Implications for Practice and Teacher Education
	References
8 Functional Language Awareness in Secondary Mathematics Classrooms
	Language Functions
		Language Awareness
		FLA as a Tool for Teachers
		Discourse Analysis: A Tool for Looking at Language in the Classroom
		The Role of the Teacher
	Examples
		Defining in the Classroom
		Example 1: Analí and Mari defining
		Explaining as a Key Step in Problem-Solving
		Example 2: Ricardo, Kim, and Dan explaining slope
	Conclusion
	References
9 Promoting Bilingual Mathematical Practices in a Classroom Through Modeling, Roller Coasters, and Discourse
	Methods
		Context for the Study
		Participants
		About Miss G.
		Data Collection and Description of the Project
	Analysis
		Orange Group
		Blue Group
		Purple Group
		Yellow Group
	Results
		Mapping Data to Practice Standards
			Make Sense of Problems and Persevere in Solving Them
			Reason Abstractly and Quantitatively
			Construct Viable Arguments and Critique the Reasoning of Others
			Model with Mathematics
			Use Appropriate Tools Strategically
			Attend to Precision
			Look for and Make Use of Structure
			Look for and Express Regularity in Repeated Reasoning
	Discussion
		About Language
		About Assessment
	Conclusion
	References
10 What Informs Their Practice? Reflections on In-Service Teacher Education and Prior Experiences for the Teaching of Mathematics to ELLs
	Developing the Language of Mathematics
	Professional Development in Mathematics Education
	Methodology
		Data Collection and Analysis
	Case Studies
		Ms. Adams
		Mr. Brown
	Overarching Themes
		In-School Professional Development
		Realities in the Classroom
			Strengths-Based Approach
			Small Class Sizes
			Language as a Support or Barrier?
			Social Emotional Needs
			Adjustment to Practice
	Recommendations
	References
11 Shifting the Mathematics Learning Culture for ELL Students at “The Most Diverse High School in the United States”
	History of School: Demographics and Surrounding Community
	The Mathematics Department During Turnaround
	Increasing Expectations for Language Learners
	Planning and Collaboration Structures
	Ineffective Assessments with Resulting Unresponsive Instruction
	Unresponsive and Ineffective Student Support System
	Reflections From School Educators
	Conclusion
	References
12 Feedback and Assessment for Emerging Bilinguals in Secondary Mathematics: A Case Study of Written Feedback
	Researching Assessment
	Researching Feedback
	A Tale of Two Teachers
		“Couldn’t Ask for Better Students.”
		“My Love Is Algebra.”
	Analysis
	Language Recommendations for Anthony and Callie
	General Language Recommendations
	Conclusion
	References
Index