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Teaching Mathematics to Language Lea...

Ibarra, Sonia Olivia P.

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Teaching Mathematics to Language Learners Accounting for Language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Mathematics to Language Learners Accounting for Language./
Author:	Ibarra, Sonia Olivia P.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	159 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702856
ISBN:	9781321743685

Teaching Mathematics to Language Learners Accounting for Language.
Ibarra, Sonia Olivia P.

Teaching Mathematics to Language Learners Accounting for Language. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 159 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2015.

In this study I explored the way in which mathematics was taught and discussed by bilingual (Spanish and English) teachers in order to understand what language practices teachers use to support bilingual students mathematics learning. Three elementary school teachers were observed during their mathematics lessons. The study found that it is difficult to disentangle mathematics from language but that there is a pattern of entanglement as teachers move from one participant structure to the other. As teachers moved from whole group to small group to individual participant structures, there were shifts from a broad use of language toward a more direct and specific mathematical language---what I refer to as "bilingual math teacher moves". Seven bilingual math teacher moves were identified (a) tricky words, (b) context, (c) explanations, (d) redirecting questions, (e) re-voicing and clarifying ideas, (f) directing questions, and (g) directly modeling.

ISBN: 9781321743685Subjects--Topical Terms:

641129
Mathematics education.

Teaching Mathematics to Language Learners Accounting for Language.
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500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Anita Wager.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2015.
520 $a In this study I explored the way in which mathematics was taught and discussed by bilingual (Spanish and English) teachers in order to understand what language practices teachers use to support bilingual students mathematics learning. Three elementary school teachers were observed during their mathematics lessons. The study found that it is difficult to disentangle mathematics from language but that there is a pattern of entanglement as teachers move from one participant structure to the other. As teachers moved from whole group to small group to individual participant structures, there were shifts from a broad use of language toward a more direct and specific mathematical language---what I refer to as "bilingual math teacher moves". Seven bilingual math teacher moves were identified (a) tricky words, (b) context, (c) explanations, (d) redirecting questions, (e) re-voicing and clarifying ideas, (f) directing questions, and (g) directly modeling.
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