Abstract
Research in mathematics education increasingly recognizes the role of language in the education of English language learners. However, research examining the professional growth of mathematics teachers as they learn to teach English language learners is sparse. This case study addresses this issue by examining one third grade teacher as she learned how to focus on language as she designed and taught mathematics lessons to facilitate the participation of English language learners. Data sources consist of audio recordings of interviews, lesson planning sessions, and lesson debrief sessions as well as video recordings of mathematics lessons. The results from this study demonstrate the importance of professional development that emphasizes language in the teaching of mathematics. As the teacher began to learn about the components of the intervention, she developed specialized knowledge and competencies so that she was able to address language planning and development that was necessary to successfully teach mathematics to English language learners.
Notes
We use the term ELL to refer to students who receive mathematics instruction in English, which is not their native language.
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Acknowledgment
The results presented in this article were made possible by a grant from the National Science Foundation (NSF award no. 0844556). However, the opinions in this article are solely those of the authors and do not necessarily reflect the policy or position of the National Science Foundation.
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Appendices
Appendix A
Sample strategy codes
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A.
Mathematics
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a.
Teaching Mathematics (support student development of mathematics)
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1.
Written (example: label items in classroom, write important words on the board)
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2.
Visuals (example: 100's chart, number line, math tools, manipulatives, picture, objects, and videos, children literature book)
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3.
Gestures
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4.
Student products by students (example: word bank, student brochure, power point)
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5.
Ask students to analyze (example: discuss or analyze mistakes, compare everyday vs academic language)
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6.
Spoken word (example: careful use of math language (2 tens or twenty instead of “two”, repeated use of word, emphasizing pronunciation)
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7.
Provide feedback about student mathematical thinking
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8.
Draw connections to previous lessons and content
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9.
Encourage multiple approaches
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10.
Pose questions
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11.
Build meaning
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12.
Student mathematical thinking (example: correct student strategies, misconceptions, common errors)
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1.
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b.
Mathematical Ideas
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a.
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B.
Language
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1.
Written (example: label items in classroom, write important words on the board)
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2.
Visuals (example: picture, object and videos, children literature book)
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3.
Gestures
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4.
Student products by students (example: word bank)
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5.
Ask students to analyze (example: compare words that have similar sounds, meanings or spellings)
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6.
Spoken word (example: repeated use of word, emphasizing pronunciation)
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1.
Sophisticated use of language
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2.
Simplifying the language
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1.
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7.
Pose questions
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8.
Build meaning
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1.
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C.
Curriculum materials and assessment
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a.
Create products
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1.
Written products for students (example: warm-up, handout, problem, project, student task)
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2.
Written products for teacher (example: chart paper, powerpoint presentation, number line for demonstration)
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3.
Teacher made manipulatives (example: picture cards)
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1.
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b.
Supplement or support
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1.
Visual aids
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2.
Context
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3.
Manipulatives
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4.
Modify written directions
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5.
Modify existing student handouts
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6.
Games
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7.
Vocabulary
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8.
Print materials (worksheets, books, lessons, and other curriculum resources)
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1.
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c.
Enactment (example: questions to ask, methods to use for lesson or activity)
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1.
Questions
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2.
Teaching methods (e.g. something the teacher will do, say or write; something the teacher will have the students do or say)
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3.
Class task or activity (e.g. something the teacher and/or children will engage in)
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4.
Misc.
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1.
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d.
Assessment
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a.
Appendix B
Materials developed by Courtney
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Chval, K.B., Pinnow, R.J. & Thomas, A. Learning how to focus on language while teaching mathematics to English language learners: a case study of Courtney. Math Ed Res J 27, 103–127 (2015). https://doi.org/10.1007/s13394-013-0101-8
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DOI: https://doi.org/10.1007/s13394-013-0101-8