Articles liés à English Language Learners And Math: Discourse, Participation...

English Language Learners And Math: Discourse, Participation, and Community in Reform-Oriented, Middle School Mathematics Classes - Couverture rigide

Hansen-Thomas, Holly

 
9781607521495: English Language Learners And Math: Discourse, Participation, and Community in Reform-Oriented, Middle School Mathematics Classes
Couverture rigide
ISBN 10 : 1607521490 ISBN 13 : 9781607521495
Editeur : Information Age Publishing, 2009

Synopsis

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.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

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.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
Information Age Publishing
Date d'édition
2009
Langue
anglais
ISBN 10 
1607521490
ISBN 13 
9781607521495
Reliure
Relié
Nombre de pages
160
Coordonnées du fabricant
non disponible
Personne responsable
gpsr@libri.de
gpsr@libri.de

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