Teaching Mathematics to English Learners

Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-9348-5.CH002

K. Bui, R. Harman

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Abstract

Recently, teachers in the United States are encountering an influx of multilingual immigrant students. The linguistic diversity can be challenging for teachers who need to think about how to foster language and disciplinary knowledge awareness in meaningful ways. Multimodal instruction (i.e., use of gesture, drawing, and movement) can serve to support conceptual understanding of emergent bilingual students in disciplinary areas such as mathematics or science. The purpose of this chapter is to investigate the interplay between gestures and mathematical concepts. This study takes place in a ninth grade ESOL Coordinate Algebra Classroom. Using systemic functional multimodal discourse analysis, the researchers analyze the teacher's gestures through a corpus of three video recorded lessons. The results show that the teacher's gestures endowed with meanings and mathematical concepts can enhance students' understandings. These findings can contribute to recent research on multimodal pedagogic practices among teachers with multilingual and multicultural students.

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教英语学习者数学

最近，美国的教师遇到了大量会说多种语言的移民学生。语言多样性对教师来说是一个挑战，他们需要思考如何以有意义的方式培养语言和学科知识意识。多模态教学(即使用手势、绘画和运动)可以帮助在数学或科学等学科领域的新兴双语学生理解概念。本章的目的是研究手势和数学概念之间的相互作用。本研究在九年级的ESOL坐标代数教室进行。利用系统功能多模态语篇分析，研究人员通过三段录像课程的语料库分析了教师的手势。结果表明，教师赋予意义和数学概念的手势可以增强学生的理解。这些发现有助于最近对多语言和多元文化学生的教师多模式教学实践的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students

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