Math Strategies for English Language Learners Agenda Big

Math Strategies for English Language Learners

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

WHAT IS MATHEMATICS?

WHAT IS MATHEMATICS? v STUDY OF PATTERNS AND RELATIONSHIPS v A WAY OF THINKING v AN ART v A TOOL v A UNIVERSAL LANGUAGE

MYSTERY BAG ACTIVITY Mystery Bag #1 There are 3 colors of blocks in the bag v The area of all the blocks is the same as the area of 18 green blocks v The area of the red blocks is equal to 1/3 the of all the blocks v The numbers of blocks for the 3 colors used are consecutive whole numbers v Partners for Mathematics Learning

MATHEMATICAL PROCESSES v. PROBLEM SOLVING v. REASONING AND PROOF v. COMMUNICATION v. CONNECTIONS v. REPRESENTATIONS

WHAT IS TEACHER DISCOURSE? v What teachers say v When they say it v How they say it v. Careful attention to teacher discourse can shed light on student learning in mathematics. v. Most importantly, it can lead to better teaching practices at all levels of instruction.

Number Talk v v v 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.

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

THE BIG IDEA v Distinguish between conceptual understanding and procedural fluency Conceptual understanding is understanding the BIG IDEAS: • Equality • Function • Symmetry • Proportion

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

WHERE’S THE CONNECTION? HOW DO I APPLY THIS IN MY MATHEMATICS CLASSROOM?

The Uniqueness of the English Language Learner v Mathematics is instilled in individuals by their cultures, ethnicities, religious practices, genders, daily experiences, crafts, and arts. v When language is a barrier, these aspects are even more important to a students’ conceptual understanding. v Therefore…

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

Math Talk v 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.

Math Talk Moves Five Talk Moves (strategies) 1. Re-voicing (teacher repeating) 2. Asking students to restate some else’s reasoning. 3. “Do you agree or disagree and why? ” 4. “Would someone like to add on? ” 5. Using wait time.

Advantages of Math Talk Helps uncover misconceptions v Helps students to improve ability to think logically - support claims with evidence v Gives students more to observe and listen to; and to participate in mathematical thinking v Increases motivation v

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

Forms of Math Talk v Whole-class v Small discussion group discussion v Partner talk

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

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

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 v Students who have a question can ask the partner and get ready to ask the class. v ESL students get practice and develop confidence v

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 Have…Who Has…?

CLOSURE Ø Ø Ø Big Ideas Conceptual Understanding Procedural Fluency Student Discourse Math Talk Moves

WHERE’S THE CONNECTION? HOW DO I APPLY THIS IN MY MATHEMATICS CLASSROOM?