1 ells and secondary mathematics examining the convergence of mathematics and language
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ELLs and Secondary Mathematics
Examining the Convergence of Mathematics and
Language
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Connecting Mathematics and Language
In one word, state what comes to mind for most people when you say
“mathematics.”
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Connecting Mathematics and Language
Imagine you are a sophomore taking the TAKS and you come upon problem number 14. Solve it and discuss with others at your table.
14) Find the ugloft of a bipkad if the rexnuza is 20.
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Find the ugloft of a bipkad if the rexnuza is 20.
You look on the information sheet of the TAKS test and see the following:
• ugloft = area
• bipkad = circle
• rexnuza = diameter
Now solve the problem. What made the difference?
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Kiplinger, Haug, & Abedi (2000)
1) The Kiplinger study investigated and evaluated mathematics ability rather than reading ability on a mathematics test at the 5th grade level.
2) Researchers gave 3 versions of a mathematics test:
– Original English, no changes
– Simplified English version, with changes to linguistic structure and non-math vocabulary
– Original test, with glossary of non-math vocabulary
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Kiplinger, Haug, & Abedi (2000)
• Students performed at the lowest level on the original English test.
• Students performed better on both the simplified English version and the test with a glossary.
• Conclusion: Academic achievement for ELL students on a mathematics test is directly related to proficiency in reading English.
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Mathematics and Language
What does the research say?
• You should each have a handout titled Six Key Discoveries in the Research.
• Read the contents of your table’s assigned research summary, then discuss with colleagues at your table, and note one or two key points.
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Mathematics and Language
Research Summary
• Total isolation of mathematics and language arts
• Learning of vocabulary is part of the learning
• The difficulty of the English language itself
• Mathematical terms are rarely used outside of the mathematics classroom
• Abstract nature of many mathematical terms
• Ambiguity
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Mathematics and Language
Mathematics and Language
It is not an ELL problem. (ELL students)
It is an ALL problem. (ALL students!)
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Ambiguity
1) Which is larger?
35 4
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Ambiguity
2) Which number is larger?
35 4
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Ambiguity
3) Which numeral is larger?
35 4
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Ambiguity
• Which is larger?• Which number is larger?• Which numeral is larger?
An example of– how language details are important and – there is ambiguity within mathematics.
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Difficulties in Addressing Problems in Mathematical Language
• What is a cognate and how is that used as an ELL strategy?
• How could that be used to address teaching the concept of number?
• Based on what you learned previously, would that strategy be enough to address the concept of number for ELL students?
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Difficulties in Addressing Problems in Mathematical Language
Most dictionaries and texts will not do a good job of clarifying the meaning for teachers.
http://www.teachers.ash.org.au/jeather/maths/dictionary.html
– Defines “numeral” as a symbol used to represent a number
– Defines “digit” as a symbol used to show a number
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Difficulties in Addressing Problems in Mathematical Language
• Mathematical language is usually slighted in state standards.
http://www.tea.state.tx.us/rules/tac/chapter111/index.html
• A search (using the “find” feature) in the on-line TEKS for “numeral” yielded no occurrences.