September 2016, Vol. 23, Issue 2
5 Strategies for Scaffolding Math Discourse with ELLs
Holland W. Banse, Natalia A. Palacios, Eileen G. Merritt, and Sara E. Rimm-Kaufman
Eliminate obstacles to effective classroom communication with these research-tested suggestions.
Facilitating productive discussions in the mathematics classroom is a challenge for many teachers. Discourse—student communication of mathematical ideas with teachers and peers—provides a platform on which students share their understanding, clarify misperceptions, and evaluate ideas (Vygotsky 1976). If students are unable to access and participate in discourse, their opportunities to learn mathematics may be diminished. The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010), as well as NCTM’s (2000) Process Standards describe discourse as crucial to students’ mathematical development.
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