Westerners like their fish firmly dead - Mathematics for English ...

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$MATH: PDF (Percent, Decimal, Fraction) - Mathematics for English ...$

Why do we teach mathematics? • GOAL - appropriation of methods, tools, concepts based on cognitive processing at three levels • Procedures and operations • Concepts • Insights • Mathematical activity seeks to make meaning from aspects of patterns and relationships through abstraction.
“ ‘[T]he learning of mathematics (is) . . . very dependent on good teaching. Now, to know mathematics is one thing, and to be able to teach it--to communicate it to those at a lower conceptual level is quite another’” (Skemp, 1971, p. 36, qtd in Brahier, 2005, p. 35). • 2 1 / 2 ÷ 1 / 4 • SOLVE • TEACH • CREATE A WORD PROBLEM
Page 1: “Westerners like their fish firml
Page 5 and 6: Learning Theory • Jerome Bruner
Page 7 and 8: Exponent Lab
Page 9 and 10: Cont’d • 74.4 c 4 D, I, J, K
Page 11 and 12: TEKS/TELPS/MELL connections • DEF
Page 13 and 14: NCTM Goals for Ss • 1. To underst
Page 15 and 16: TESOL’s ELPS • The ELL will com
Page 17 and 18: GREAT NEWS! • Standards-based tes
Page 19 and 20: Why MELL Matters • > 5 million EL
Page 21 and 22: The Language of Mathematics • >4,
Page 23 and 24: Complications • School mathematic
Page 25 and 26: Cont’d • Mathematics, like othe
Page 27 and 28: How do we learn mathematics? • Op
Page 29 and 30: Cont’d • PROCESS • Teacher co
Page 31 and 32: Writing and Mathematics • Student
Page 33 and 34: Integration of Technology • Brown
Page 35 and 36: What I do • building your own mul
Page 37 and 38: Super MELL! • www.tsusmell.org
Page 39 and 40: References Adamson, H.D. (2005). La
Page 41 and 42: References p 3 “Lesson Bank” TS

Westerners like their fish firmly dead - Mathematics for English ...

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