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October 2012, Volume 18, Issue 3

FEATURES

The Mean as Balance Point
Robin S. O’Dell
Using a rule as a seesaw helps students steady their understanding of the mean.

ELLs and Group Work: It Can Be Done Well
William C. Zahner
Principles for using groups in linguistically diverse classrooms are illustrated with a task about measurement and proportionality.
Second Look:
Linguistically Diverse Students & ELLs

Using Tiered Explorations to Promote Reasoning- FREE PREVIEW!
Cory A. Bennett
Address the needs of diverse learners with a class structure that is designed around a crime scene theme and based on student choice and perceptions of the math being studied.

Diary of Change: Shifting Mathematical Philosophies
Clayton M. Edwards and Brian E. Townsend
Changes to classroom rules of engagement, such as assessment, the curriculum, instruction, and the environment, can produce real results.

Second Look - Linguistically Diverse Students & ELLs

Problem Solving and the English Language Learner

Techniques that can be used to enhance mathematics instruction for English language learners.

more4u-MTMS-100x23 Podcast from NCTM's 2010 Annual Meeting in San Diego, California
Effective Strategies for Connecting Mathematics and Language for English Learners
Presenter: Harold Asturias


Differentiating Instruction in Mathematics for the English Language Learner
Mathematics teachers need to provide explicit language instruction for students learning English. By differentiating instruction in mathematics, teachers can plan and provide instruction in mathematics with the goal of providing access to all students. Constructing knowledge leads to greater understanding and principles of language acquisition provide a framework to support differentiating the mathematics classroom.

One Lesson, Many Facets
Manipulatives and technology can model the scaffolding of language acquisition while teaching algebra and geometry.

Informing Practice: Designing Math Lessons for English Language Learners
A four-component process to teach mathematics to English language learners is explored. Research-based strategies within each example illustrate how research can be turned into practice.

Communication Standard for Grades 6-8
The middle-grades mathematics teacher should strive to establish a communication-rich classroom in which students are encouraged to share their ideas and to seek clarification until they understand. In such a classroom community, communication is central to teaching and learning mathematics and to assessing students' knowledge. The focus in such classrooms is trying to make sense of mathematics together. Explaining, questioning, debating, and sense making are thus natural and expected activities. To achieve this kind of classroom, teachers need to establish an atmosphere of mutual trust and respect, which can be gained by supporting students as they assume substantial responsibility for their own mathematics learning and that of their peers. When teachers build such an environment, students understand that it is acceptable to struggle with ideas, to make mistakes, and to be unsure. This attitude encourages them to participate actively in trying to understand what they are asked to learn because they know that they will not be criticized personally, even if their mathematical thinking is critiqued.