| English Language Learners and Math: Discourse, Participation, and Community in Reform-Oriented, Middle School Mathematics Classes (PB) Contributor(s): Hansen-Thomas, Holly (Author) |
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ISBN: 1607521482 ISBN-13: 9781607521488 Publisher: Information Age Publishing OUR PRICE: $52.86 Product Type: Paperback - Other Formats Published: June 2009 |
| Additional Information |
| BISAC Categories: - Mathematics | Study & Teaching - Education | Research - Education | Teaching Methods & Materials - Mathematics |
| Dewey: 510.712 |
| LCCN: 2009021553 |
| Physical Information: 0.34" H x 6.14" W x 9.21" (0.51 lbs) 160 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Taking a community of practice perspective that highlights the learner as part of a community, rather than a lone individual responsible for her/his learning, this ethnographically-influenced study investigates how Latina/o English Language Learners (ELLs) in middle school mathematics classes negotiated their learning of mathematics and mathematical discourse. The classes in which the Latina/o students were enrolled used a reform-oriented approach to math learning; the math in these classes was-to varying degrees-taught using a hands-on, discovery approach to learning where group learning was valued, and discussions in and about math were critical. This book presents the stories of how six immigrant and American-born ELLs worked with their three teachers of varied ethnicity, education, experience with second language learners, and training in reform-oriented mathematics curricula to gain a degree of competence in the mathematical discourse they used in class. Identity, participation, situated learning, discourse use by learners of English as a Second Language (ESL), framing in language, and student success in mathematics are all critical notions that are highlighted within this school-based research. |