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Keying English Learner Students into Mathematical Content: The Things I Notice Approach

  • Jill A. PerryEmail author
  • Beth Wassell
Chapter
Part of the English Language Education book series (ELED, volume 17)

Abstract

Things I Notice is a 3-phase approach to teaching mathematics. In this approach, teachers engage students in deliberately examining and interrogating features of mathematical representations or problem structures by providing independent noticing/thinking time, partner discussion time, and whole-class discussion time. The chapter includes a vignette of a high school teacher who uses the Things I Notice approach with a group of English Language Learners with varied proficiency levels in English. The authors also provide examples of ways in which Things I Notice can be enacted in a classroom to help English Language Learners engage as members of a community of mathematical discourse while supporting their oral academic language development. Finally, the authors provide practical guidelines for selecting and designing Things I Notice tasks, facilitating the approach, and using students’ responses, both verbal and written, to inform instruction.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of STEAM EducationRowan UniversityGlassboroUSA
  2. 2.Department of Language, Literacy & Sociocultural EducationRowan UniversityGlassboroUSA

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