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Early Numeracy Assessment In French preschool: structural analysis and links with children’s characteristics
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In: ISSN: 0966-9760 ; EISSN: 1469-8463 ; International Journal of Early Years Education ; https://hal.archives-ouvertes.fr/hal-03405217 ; International Journal of Early Years Education, Taylor & Francis (Routledge), In press, pp.1-18. ⟨10.1080/09669760.2021.1938518⟩ (2021)
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| 22 |
Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback
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In: Eurasia Journal of Mathematics, Science and Technology Education ; https://hal.archives-ouvertes.fr/hal-03538861 ; Eurasia Journal of Mathematics, Science and Technology Education, 2021, 17 (12), pp.em2055. ⟨10.29333/ejmste/11425⟩ (2021)
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| 23 |
Medical students attitudes toward and intention to work with the underserved: a systematic review and meta-analysis
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In: ISSN: 1472-6920 ; BMC Medical Education ; https://www.hal.inserm.fr/inserm-03313263 ; BMC Medical Education, BioMed Central, 2021, 21 (1), pp.129. ⟨10.1186/s12909-021-02517-x⟩ (2021)
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| 24 |
The ideological foundations of Breton and Lower Sorbian language revitalization through education and their consequences for new speakers
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In: ISSN: 1367-0050 ; International Journal of Bilingual Education and Bilingualism ; https://hal.archives-ouvertes.fr/hal-03516435 ; International Journal of Bilingual Education and Bilingualism, Taylor & Francis (Routledge), 2021, ⟨10.1080/13670050.2021.1999900⟩ (2021)
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| 25 |
The use of extracts in the teaching of literature in Russia ; L’extrait dans l’enseignement de la littérature, en russe et en français, dans la Russie d’aujourd’hui
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In: ISSN: 0755-7817 ; EISSN: 2263-5947 ; Repères : Recherches en didactique du français langue maternelle ; https://hal.archives-ouvertes.fr/hal-03607741 ; Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2021, Lire des œuvres en extraits, quels enjeux pour l’enseignement de la littérature ?, Anissa Belhadjin et Marie-France Bishop (dir.), 64, pp.179-195. ⟨10.4000/reperes.4634⟩ ; https://journals.openedition.org/reperes/4634 (2021)
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| 26 |
Tropical climate influences affects, sensation of fatigue and environmental perceptions ; El clima tropical influye sobre los afectos, la sensación de fatiga y las percepciones del medio ambiente
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In: ISSN: 2171-1976 ; EISSN: 1989-9386 ; PsyEcology. Revista Bilingüe de Psicología Ambiental / Bilingual Journal of Environmental Psychology ; https://hal.archives-ouvertes.fr/hal-03337105 ; PsyEcology. Revista Bilingüe de Psicología Ambiental / Bilingual Journal of Environmental Psychology, Taylor & Francis, 2021, pp.1-25. ⟨10.1080/21711976.2021.1954439⟩ (2021)
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| 27 |
Gargantua ; Gargantua: nouvelle édition bilingue avec translation en français moderne et dossier
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In: https://hal.archives-ouvertes.fr/hal-03277482 ; Garnier Flammarion, 2021, 9782080251978 (2021)
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| 28 |
La carranga como identidad cultural local y regional del departamento de Cundinamarca y Boyacá– Colombia
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In: Honors Program Theses and Projects (2021)
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| 29 |
Factors that Impact EFL Acquisition in Cape Verde
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In: Master’s Theses and Projects (2021)
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| 30 |
Cape Verdean Students’ Perceptions of their English Language Preparation for Higher Education in the US
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In: Master’s Theses and Projects (2021)
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| 31 |
La Educación Bilingüe: Una breve historia de la educación bilingüe en los Estados Unidos y otros países y sus beneficios
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In: World Languages and Cultures (2021)
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| 32 |
Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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| 33 |
Enabling mathematical discourse for English learners during secondary mathematics lessons
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Abstract:
While there is a growing body of research regarding which instructional strategies are beneficial for English Learners (ELs) in mathematics classes (e.g., Chval & Chávez, 2012; Khisty & Chval, 2002; Moll 1988; Moschkovich, 2002), there are few detailed descriptions of what resources ELs draw on to enable their mathematical discourse. Therefore, this dissertation offers a detailed description of how EL students leverage resources contributed by themselves, their teacher, and the mathematical task in order to enable mathematical discourse. At its core, it strives to be an existence proof of how a linguistically diverse classroom with EL students can be a place of rich, meaningful discourse that supports the learning of mathematics. Using data from a teaching experiment designed to create an ideal classroom environment that supports rich mathematical discourse for EL students, I performed an exploratory case study (Yin, 2017) to investigate the following research question: In a specially-designed setting, how can different resources enable discourse for 9th-grade English Learners during mathematics lessons? In particular, I sought to describe the resources contributed by the students, teacher, and task that worked to enable discourse. In Chapter One, I present a statement of the problem, as well as an overview of statistical data regarding English Learners in the United States. Chapter Two is a review of relevant literature. Chapters Three, Four, and Five are each a stand-alone article intended to be submitted for publication. Chapter Three is an article which theorizes resources for enabling discourse. Chapter Four presents results of an empirical study that describes how resources from the student, the teacher, and the task are leveraged by students to enable their discourse. Chapter Five is intended for a practitioner journal and focuses on how the temporizing (intentional delay) of vocabulary can enable discourse for English Learners. Finally, Chapter 6 ties all chapters together and discusses implications and ideas for future research. The benefits of discourse in mathematics classes have been widely studied and accepted. However, there are few studies around how resources are leveraged in order to enable discourse specifically for English Learners studying mathematics in high school classrooms. In addition, there is a pervasive, misguided deficit view of English Learners which may serve as an obstacle for teachers to notice student resources or implement tasks which have the potential for discourse. Small changes in a task or instruction can lead to more opportunities for English Learners to communicate mathematically. Perhaps more important, however, is the need to recognize the abundance of resources that EL students themselves bring into the classroom. By purposefully honoring the multitude of ways students leverage resources to talk about mathematics, access to meaningful mathematics in the classroom can be improved. This can have a lasting impact for students during their time in high school and beyond. ; 2023-01-27T00:00:00Z
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Keyword:
Algebra; Bilingual; Curriculum; Mathematical communication; Mathematics education; Multilingual; Translanguaging
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URL: https://hdl.handle.net/2144/41954
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| 34 |
National Identity Attachment and Its Variables
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In: Journal of International Women's Studies (2021)
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| 35 |
Move to read: entrainment activities and pre-reading skills of kindergarteners
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| 36 |
Lolita in the Contemporary American Classroom: Pedagogical and Learning Approaches
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In: Master’s Theses and Projects (2021)
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| 37 |
Silver Girls: A Modern Retelling of Little Women
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In: Honors Program Theses and Projects (2021)
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| 38 |
Integrating L1 in L2 Classrooms: The Case of Arabic as a Foreign Language in US Universities
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In: Faculty Journal Articles (2021)
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| 39 |
I Know You Are Trying To Help Me, But …”: Complexity in Supporting Immigrant Youth and Communities Through Schooling
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In: Faculty Contributions to Books (2021)
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| 40 |
Systemic Functional Linguistics and Its Application to the Study of Academic Conference Presentations
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In: World Languages Faculty Publications and Presentations (2021)
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