English Language Learner Students' Development of the Mathematics Register during a Problem-Solving Lesson [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Matute, Karla; Catsellón, Libni; Kitchen, Richard
Titel	English Language Learner Students' Development of the Mathematics Register during a Problem-Solving Lesson [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 5; English Language Learners; Elementary School Students; Mathematics Instruction; Problem Solving; Task Analysis; Barriers; Urban Schools; School Districts; Language Usage; Oral Language; Written Language; Teaching Methods; Learning Processes; Teacher Student Relationship; Classroom Communication; Lesson Plans; Language Variation + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Problemlösen; Aufgabenanalyse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Sprachgebrauch; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Lesson planning; Unterrichtsplanung; Sprachenvielfalt
Abstract	This paper describes how fifth-grade English Learner students (ELs) in an urban school district develop the mathematics register during a problem-solving lesson. It provides examples of students' work to illustrate how they use the mathematics register to communicate their mathematical ideas orally and in writing. The teacher implemented teaching practices such as mathematics discourse to facilitate their students' development of the mathematics register during the problem-solving lesson. Students were engaged in a problem-solving task that involved fractions. Findings provide insights into EL students' challenges when learning the mathematics register and inform instruction about the importance of incorporating teaching practices such as paraphrasing and assessing others' reasoning to support students in learning the mathematics register through problem-solving. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01