Bridging the Language Barrier in Mathematics

Autor/in	Winsor, Matthew S.
Titel	Bridging the Language Barrier in Mathematics
Quelle	In: Mathematics Teacher, 101 (2007) 5, S.372-378 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Leitfaden; Unterricht; Lehrer; Action Research; Mathematics Instruction; Limited English Speaking; English (Second Language); Vocabulary Development; Journal Writing; Group Activities; Student Projects; Algebra; Teaching Methods; Comparative Analysis; Language of Instruction; Spanish Speaking; Hispanic American Students; Learning Activities + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Projektforschung; Mathematics lessons; Mathematikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Zeitschriftenaufsatz; Gruppenaktivität; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lernaktivität
Abstract	In this article, the author describes how he created an approach that he terms "Mathematics as a Second Language" (MSL) for teaching ELL students mathematics. The main components of MSL are vocabulary activities, journals, group work, and projects. He used MSL to teach prealgebra to ELL students, as well as to native English speakers, for two reasons. First, to compare the mathematical performance of ELL students with that of native English speakers; and, second, he felt that focusing on the mathematical language would be beneficial to all students, regardless of their first language. Several sources of data (pretests and posttests on vocabulary and mathematics, scoring rubrics from journals, and scores from students' mathematics projects) were used to determine the effectiveness of MSL. The author describes how students reacted to the various components of MSL, presents a vocabulary activity that seemed to be effective with students, and explains certain aspects of group work that he found necessary to implement for ELL students to negotiate mathematical situations successfully. (Contains 3 figures.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10