Math Strategies for English Language Learners

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Math Strategies for English Language Learners
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Agenda

• Big Ideas for Mathematical Understanding
• Importance of Mathematical Discourse
• Model Strategies with Five Activities

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WHAT IS MATHEMATICS?
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WHAT IS MATHEMATICS?

• STUDY OF PATTERNS AND RELATIONSHIPS
• A WAY OF THINKING
• AN ART
• A TOOL
• A UNIVERSAL LANGUAGE

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MYSTERY BAG ACTIVITY
Mystery Bag 1

• There are 3 colors of blocks in the bag
• The area of all the blocks is the same as the
  area of 18 green blocks
• The area of the red blocks is equal to1/3 the of
  all the blocks
• The numbers of blocks for the 3 colors used are
  consecutive whole numbers

Partners for Mathematics Learning
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MATHEMATICAL PROCESSES

• PROBLEM SOLVING
• REASONING AND PROOF
• COMMUNICATION
• CONNECTIONS
• REPRESENTATIONS

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WHAT IS TEACHER DISCOURSE?

• What teachers say
• When they say it
• How they say it

• Careful attention to teacher discourse can shed
  light on student learning in mathematics.
• Most importantly, it can lead to better teaching
  practices at all levels of instruction.

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Number Talk

• Look at the problems on the screen and try to
  work them out in your head.
• When you think of one way to solve the problem
  put a thumbs against your chest.
• If you can think of another way to solve the
  problem put another finger up.
• If you can think of a third way, put another
  finger up.
• Be prepared to tell us how you solved the
  problem.

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• 1/2 14 x 1/2 3
• Order of Operations
• 5.7 1.6 1.4
• Associative
• 16 x 11 x 1/4
• Commutative Associative
• 6 ( 5 1/3 )
• Distributive

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THE BIG IDEA

• Distinguish between conceptual understanding and
  procedural fluency

Conceptual understanding is understanding the BIG
IDEAS

• Equality
• Function
• Symmetry
• Proportion

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Procedural Fluency

• Procedural Fluency DOES NOT mean Speed
• Procedural Fluency DOES mean
• Accuracy
• Efficiency
• Flexibility

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WHERES THE CONNECTION?

• HOW DO I APPLY THIS IN MY MATHEMATICS CLASSROOM?

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The Uniqueness of the English Language Learner

• Mathematics is instilled in individuals by their
  cultures, ethnicities, religious practices,
  genders, daily experiences, crafts, and arts.
• When language is a barrier, these aspects are
  even more important to a students conceptual
  understanding.
• Therefore

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English Language Learners need

• lessons that allow for a variety of learning
  styles, prior knowledge, experiences, cultures,
  and all other differences
• opportunities to learn mathematics and language
  in each lesson
• and
• experiences that will help make connections
  between prior knowledge, new concepts, and real
  world application.

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Math Talk

• The NCTM Standards emphasize the importance of
  developing mathematical language and
  communication in order to understand concepts
  rather than merely following a sequence of
  procedures.

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Math Talk Moves

• Five Talk Moves (strategies)
• Re-voicing (teacher repeating)
• Asking students to restate some elses reasoning.
• Do you agree or disagree and why?
• Would someone like to add on?
• Using wait time.

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Advantages of Math Talk

• Helps uncover misconceptions
• Helps students to improve ability to think
  logically - support claims with evidence
• Gives students more to observe and listen to and
  to participate in mathematical thinking
• Increases motivation

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FRACTION FLUENCY

• In small groups, read each word problem.
• Discuss how you would solve the problem.
• Draw a picture to show your solution.
• Match the algorithm with the correct word
  problem.
• Be ready to explain your reasoning and justify
  your answer.

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Forms of Math Talk

• Whole-class discussion
• Small group discussion
• Partner talk

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Whole-class discussion

• Teacher facilitates and actively guides students
  as they discuss a problem or concept.
• Provides students with practice in mathematical
  reasoning without focusing on correct answers
• Students share thinking, steps in reasoning,
  connect to what they already know, and build on
  each others thinking
• Builds confidence for students in making sense of
  complex mathematical ideas

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Small-Group Discussion

• Teacher gives a task/question for students to
  discuss in groups of 3 or 4
• Teacher then circulates, observes and interjects
• Can be used as an informal assessment
• Some students may feel more secure speaking to a
  small group, therefore explore more concepts

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Partner Talk

• Teacher asks a question and gives the students a
  minute or two to talk about it with a neighbor
• Students who are quiet but keeping up can
  practice a response
• Students who have a question can ask the partner
  and get ready to ask the class.
• ESL students get practice and develop confidence

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Vocabulary

• If students do not have the mathematical
  vocabulary and language they will not be able to
  explain their mathematical reasoning and their
  justification.
• Vocabulary Game
• I HaveWho Has?

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CLOSURE

• Big Ideas
• Conceptual Understanding
• Procedural Fluency
• Student Discourse
• Math Talk Moves

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WHERES THE CONNECTION?

• HOW DO I APPLY THIS IN MY MATHEMATICS CLASSROOM?