Latino English Language Learner and the Mathematics Perspective

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

Understand/Marry the Discourse Poverty: A Framework for Understanding and Working with students and adults from Poverty. Dr. Ruby Payne •Casual register needs to be recognized as the primary discourse for many students •Formal register needs to be directly taught (Academic/Mathematics) •Discourse patterns: manner in which information is organized. •Formal: pattern is straight to the point •Casual: pattern is to go around and around and finally to the point Montano-Harmon, Dr. Maria Rosario. “Discourse Features of Written Mexican Spanish: Current Research in Contrastive Rhetoric and Its Implications”. Hispania, Vol. 74, No. 2 (May, 1991) 417-425. •Anglo Students- discourse verbal and written: linear, deductive pattern of standard American English •Mexican Spanish- discourse : flowery, poetic language; flexible sentence structure tied via repetition, synonyms, in additive and explicative relationships 68 Noemi Lopez-HCDE
Mathematics Strategies to Promote Achievement 1) Encourage exploration and investigation 2) Use of students’ prior knowledge 3) Use manipulatives for visualization 4) Use real-world problem- solving activities 5) Integrate mathematics with other content areas 6) Understand and use culturally responsive teaching 7) Use technology 8) Encourage oral and written expression 9) Encourage collaborative problem solving 10) Use errors to enhance learning 11) Offer an enriched curriculum and challenging activities 12) Use a variety of problem- solving experiences D’Ambrosio, Beatriz, Johnson, Howard and Hobbs, Leslie. (1995) “Strategies for Increasing Achievement in Mathematics”. Educating Noemi Lopez-HCDE Everybody’s Children, Diverse Teaching Strategies for Diverse Learners. ASCD. 69
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Latino English Language Learner and
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It takes a village to raise a child
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Latino American South Noemi Lopez-H
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The Name Hispanic and Latino are bo
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LATINOS LATINO derives from the bro
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Hispanic/Latinos Brief History 11 N
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Hispanics/Latinos •descendents fr
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Noemi Lopez-HCDE 15
Page 17 and 18: Cubans ☯ Cuba gained its independ
Page 19 and 20: South Americans ☯ There are twelv
Page 21 and 22: Hispanic ≠ race. People who ident
Page 23 and 24: Statistics 23 Noemi Lopez-HCDE
Page 25 and 26: Percent Distribution of Hispanics b
Page 27 and 28: Age Distribution by Sex and Hispani
Page 29 and 30: Regional Population Distribution by
Page 31 and 32: CULTURE •Being Latino is not an i
Page 33 and 34: Hispanic Culture Noemi Lopez-HCDE
Page 35 and 36: Bilingual- Recent immigrants; 1 st
Page 37 and 38: Hispanic Culture Machismo Gender ro
Page 39 and 40: Hispanic Culture ☯ Formality From
Page 41 and 42: Hispanic Culture ☯ ☯ Generation
Page 43 and 44: Hispanic Culture Value Education
Page 45 and 46: Intro Latinos, Lost in Translation
Page 47 and 48: Educational Studies Major Findings:
Page 49 and 50: Victoria Castro Noemi Lopez-HCDE 49
Page 51 and 52: Educational Studies Caring: One tra
Page 53 and 54: Educational Support ☯ Bilingual a
Page 55 and 56: DIMENSIONS OF LANGUAGE This resourc
Page 57 and 58: Mathematics/Social Register English
Page 59 and 60: Isn’t t English A Trip? By José
Page 61 and 62: Concept Map: Marry the Registers! A
Page 63 and 64: Noemi Lopez-HCDE 63
Page 67: Cognates Map Ending* or - or ous-os
Page 75 and 76: Algebra Tiles 75 Noemi Lopez-HCDE
Page 79 and 80: • For learning to take place with
Page 81 and 82: Language-Dr. Gutierrez Noemi Lopez-
Page 83 and 84: • An understanding heart is every
Page 85: Thank you, Questions? Noemi R. Lope
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Latino English Language Learner and the Mathematics Perspective

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