Artículos relacionados a English Language Learners and Math: Discourse, Participation...

English Language Learners and Math: Discourse, Participation, and Community in Reform-Oriented, Middle School Mathematics Classes (Hc) - Tapa dura

Hansen-Thomas, Holly

 
9781607521495: English Language Learners and Math: Discourse, Participation, and Community in Reform-Oriented, Middle School Mathematics Classes (Hc)
Tapa dura
ISBN 10: 1607521490 ISBN 13: 9781607521495
Editorial: Information Age Publishing, 2009

Sinopsis

Taking a community of practice perspective that highlights the learner as part of acommunity, rather than a lone individual responsible for her/his learning, thisethnographically-influenced study investigates how Latina/o English LanguageLearners (ELLs) in middle school mathematics classes negotiated their learningof mathematics and mathematical discourse. The classes in which the Latina/ostudents were enrolled used a reform-oriented approach to math learning; themath in these classes was-to varying degrees-taught using a hands-on,discovery approach to learning where group learning was valued, and discussionsin and about math were critical.This book presents the stories of how six immigrant and American-born ELLs worked with their three teachersof varied ethnicity, education, experience with second language learners, and training in reform-orientedmathematics 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 inlanguage, and student success in mathematics are all critical notions that arehighlighted within this school-based research.

"Sinopsis" puede pertenecer a otra edición de este libro.

Reseña del editor

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.

"Sobre este título" puede pertenecer a otra edición de este libro.

Editorial
Information Age Publishing
Año de publicación
2009
Idioma
Inglés
ISBN 10 
1607521490
ISBN 13 
9781607521495
Encuadernación
Tapa dura
Número de páginas
160
Contacto del fabricante
no disponible
Persona responsable
Easy Access System Europe Oü, 16879218
gpsr.requests@easproject.com

Mustamäe tee 50, 10621, Tallinn, Estonia
Tallinn
Estonia