| 41 |
Evaluating a Translingual Administration of the Early Grades Math Assessment (EGMA) in the Democratic Republic of the Congo
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In: Doctoral Dissertations (2017)
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| 42 |
Preservice Teacher Learning to Help ELS Understand Mathematical Problems
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In: Education Conference Presentations, Posters and Proceedings (2016)
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| 43 |
The Effects of High Literacy Demands in Mathematics on International Students
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In: Articles (2016)
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| 44 |
An exploration of the experiences of black high school students in the mathematics classroom: A qualitative study
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In: Master's Theses and Doctoral Dissertations (2016)
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| 45 |
Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners
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In: FIU Electronic Theses and Dissertations (2016)
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| 46 |
Heteroglossic practices in a multilingual science classroom
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016)
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| 47 |
On the Expression of Higher Mathematics in American Sign Language
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In: Journal of Interpretation (2016)
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| 48 |
Analysis Of English Language Learner Student Reasoning About Measures Of Center And Variation: A Triangulation Of Quantitative And Qualitative Data
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In: Open Access Theses & Dissertations (2016)
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| 49 |
I know how to add them, I didn't know I had to add them
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In: Australian Journal of Teacher Education (2015)
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| 50 |
STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom
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In: Dissertations and Theses (2015)
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| 51 |
Teacher Perspectives on Mathematics Education of Language Learners: Adapting ELL Education Models
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In: Education Conference Presentations, Posters and Proceedings (2015)
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| 52 |
Preservice Teachers' Strategies to Support English Learners
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In: Education Conference Presentations, Posters and Proceedings (2015)
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| 53 |
Modifying Science Texts to Accommodate the Needs of Struggling Readers and English Language Learners
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In: National Youth Advocacy and Resilience Conference (2015)
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| 54 |
Reflective Journaling and the Social Network
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In: Conference Presentations (2014)
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| 55 |
Differences in Math Achievement: Utilizing Supplemental Computer-Based Instruction and Traditional Instruction
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In: Doctoral Dissertations and Projects (2014)
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| 56 |
Promising Pedagogical Practices for Emergent Bilinguals in Kindergarten: Towards a Mathematics Discourse Community
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In: Journal of Multilingual Education Research (2014)
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Abstract:
In the current U.S. context, it is relevant to disseminate research that portrays in detail how bilingual teachers create challenging and safe mathematics learning environments for emergent bilinguals. It is critical to identify pedagogical approaches that foster emergent bilinguals’ participation in mathematics conversations and discourse practices where language is considered a pedagogical resource. This is possible when teachers understand that young Latino/a students come to school with a wide range of cognitive and linguistic tools, which they can use to help them make sense of problems posed in the classroom. Using case study methodology, we define and provide a detailed portrayal of a bilingual kindergarten teacher´s mathematics pedagogical practices. Specifically we discuss: (a) the use of authentic mathematics stories, (b) the integration of multimodal representation of problem solving, and (c) collective thinking and representation of problem solving solutions. In addition, we analyze how the teacher fosters practices that use language as a learning resource. Finally, we argue that these practices promote a mathematics discourse community and that pedagogy of confidence, care, and understanding is at the core of this teacher’s instructional approach. Keywords:
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Keyword:
and Multicultural Education; Bilingual; bilingual education; language learners; mathematics discourse community; mathematics pedagogical practices; Multilingual
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URL: https://research.library.fordham.edu/cgi/viewcontent.cgi?article=1006&context=jmer
https://research.library.fordham.edu/jmer/vol4/iss1/4
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| 57 |
What Is Higher Mathematics? Why Is It So Hard to Interpret? What Can Be Done?
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In: Journal of Interpretation (2014)
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| 58 |
Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education
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In: Dissertations and Theses (2013)
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| 59 |
Evaluating the Effectiveness of an Intervention Mathematics Class for Low Achieving Middle School Students in Northwest Georgia
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In: Doctoral Dissertations and Projects (2013)
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| 60 |
The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders
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In: FIU Electronic Theses and Dissertations (2013)
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