TY - JOUR
T1 - Scaffolding English language learners' mathematical talk in the context of Calendar Math
AU - Banse, Holland W.
AU - Palacios, Natalia A.
AU - Merritt, Eileen G.
AU - Rimm-Kaufman, Sara E.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant #R305B090002 and Grant #R305A070063 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This work is also supported by a grant awarded from the DuBarry Foundation to the University of Virginia.
Publisher Copyright:
© 2017 Taylor & Francis Group, LLC.
PY - 2017/3/4
Y1 - 2017/3/4
N2 - Teachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions while enacting a Calendar Math curriculum, in Grade 4 classrooms with high concentrations (>50%) of ELLs. The authors found that these teachers' use of Calendar Math did not provide a supportive context for conceptually based discussions. However, teachers did support ELLs in mathematical discussions by including display questions, elaborating student responses, modeling the use of mathematical vocabulary use, and use of self-talk. Teachers differed with regard to how often they elaborated responses, used vocabulary, the amount of teacher speech and the length of lessons. We discuss what these practices may mean for ELLs.
AB - Teachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions while enacting a Calendar Math curriculum, in Grade 4 classrooms with high concentrations (>50%) of ELLs. The authors found that these teachers' use of Calendar Math did not provide a supportive context for conceptually based discussions. However, teachers did support ELLs in mathematical discussions by including display questions, elaborating student responses, modeling the use of mathematical vocabulary use, and use of self-talk. Teachers differed with regard to how often they elaborated responses, used vocabulary, the amount of teacher speech and the length of lessons. We discuss what these practices may mean for ELLs.
KW - Calendar mathematics
KW - English language learners
KW - mathematical discussions
KW - questioning
KW - revoicing
KW - upper elementary school
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U2 - 10.1080/00220671.2015.1075187
DO - 10.1080/00220671.2015.1075187
M3 - Article
AN - SCOPUS:84984879031
SN - 0022-0671
VL - 110
SP - 199
EP - 208
JO - Journal of Educational Research
JF - Journal of Educational Research
IS - 2
ER -