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

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

Cont’d • Differentiation - language challenges, variety of assessments • Grouping - different cultures perform differently in different groups • CONTENT • Vocabulary - ASM to metric, writing numbers in words, connect to every day meanings, beware of false cognates, sentence structure, relate to culture, teach across the curriculum
Writing and Mathematics • Students cannot all talk at the same time, but they can write at the same time. • Journaling allows differentiation in problem solving. • Drafts and revisions allow students to take ownership over their mathematics work. • Peer editing can become a part of mathematics, enhancing opportunities for language interaction for ELLs.
Page 1 and 2: “Westerners like their fish firml
Page 3 and 4: “ ‘[T]he learning of mathematic
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: Cont’d • PROCESS • Teacher co
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

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