This edited book is about preparing pre-service and in-service teachers to teach secondary-level mathematics to English Language Learners (ELLs) in twenty-first century classrooms. Chapter topics are grounded in both research and practice, addressing a range of timely topics including the current state of ELL education in the secondary mathematics classroom, approaches to leveraging the talents and strengths of bilingual students in heterogeneous classrooms, best practices in teaching mathematics to multilingual students, and ways to infuse the secondary mathematics teacher preparation curriculum with ELL pedagogy. This book will appeal to all teachers of ELLs, teacher educators and researchers of language acquisition more broadly. This volume is part of a set of four edited books focused on teaching the key content areas to English language learners. The other books in the set focus on teaching History and Social Studies, English Language Arts, and Science to ELLs.
Table des matières
Chapter 1: Introduction (Luciana C. de Oliveira and Marta Civil).- Chapter 2: Preparing Mathematics Pre-service Teachers for Teaching Emergent Bilinguals through Concurrent Intervention (Ji Yeong I and Jiaqi Yu).- Chapter 3: Redesigning a Statistics Literacy Course to Help Prepare Pre-service Teachers to Teach (Statistics to) English Language Learners (Lawrence M. Lesser).- Chapter 4: Designing Professional Development to Support Teachers’ Productive Knowledge, and Practices for Teaching Mathematics to English Language Learners (Maria I. Ruiz and Melissa A. Gallagher).- Chapter 5: Improving Algebra Teachers’ Ability to Factor in Language: Complementary Expertise in Action (Alandeom W. Oliveira, Carla Meskill and Sepideh Yasrebi).- Chapter 6: Exploring Professional Development Utilizing Questioning and Effective Mathematics Instruction for Multilingual Students (Sarah A. Roberts).- Chapter 7: Engaging ELLs in Mathematics Learning Through Meaning-Making Activities (Gretchen P.Oliver and Karen M. Gregory).- Chapter 8: Functional Language Awareness in Secondary Mathematics Classrooms (Holly Hansen-Thomas and Juliet Langman).- Chapter 9: Promoting Bilingual Mathematical Practices in a Classroom Through Modeling, Roller Coasters, and Discourse (Angela R. Thompson, Michelle Hale and Alexander Radosavljevic).- Chapter 10: What Informs their Practice? Reflections on In-service Teacher Education and Prior Experiences for the Teaching of Mathematics to ELLs (Amanda E. Lowry and Melinda (Mindy) Eichhorn).- Chapter 11: Shifting the Mathematics Learning Culture for ELL Students at ‘The Most Diverse High School in the United States’ (Susan Holloway and Gerardo De La Garza).- Chapter 12: Feedback and Assessment for Emerging Bilinguals in Secondary Mathematics: A Case Study of Written Feedback (Rachel S. G. Bower and Vanessa Z. Mari).
A propos de l’auteur
Luciana C. de Oliveira is Associate Dean for Academic Affairs and Professor in the Department of Teaching and Learning in the School of Education at Virginia Commonwealth University, USA.
Marta Civil is Professor of Mathematics Education in the Department of Mathematics at the University of Arizona, USA.
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