use discourse to access language and mathematics for english learners
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Use Discourse to Access Languageand Mathematics for English Learners
Monday, February 13, 2017
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Presented by:
Dr. Susie W. HåkanssonMathematics Education Consultantand Immediate Past-President,TODOS: Mathematics for ALL
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Dr. Susie W. Håkansson is Immediate Past-President of TODOS: Mathematics for ALL. She taught high school mathematics, served as a faculty advisor for pre-service students, was a lecturer in the UCLA Department of Mathematics, and has over 30 years of experience providing professional development to PreK-16 mathematics teachers. She was the executive director of the California Mathematics Project (CMP) and a site director prior to that, collaborating with others to design and implement institutes, workshop series, and school site programs for teachers, administrators, parents, and students, particularly programs that focus on providing access to high quality and rigorous mathematics for ALL students, particularly English learners. Dr. Håkansson has been a monitor and evaluator on Improving Teacher Quality and NSF Grants. She is a recipient of the TODOS 2013 Iris M. Carl Leadership and Equity Award, the California Mathematics Council 2009 Walter Denham Memorial Award, and a UCLA 2009 Distinguished Teaching Award.
Use Discourse to Access Language and Mathematics for English Learners
By Susie W. Håkansson, Ph.D.Immediate Past-President, TODOS: Mathematics for ALLMathematics Education ConsultantFebruary 13, 2017
DescriptionThis session will provide the following: Rationale for using discourse in the
classroom Role of productive and receptive language
functions in the learning of mathematics Examples of how to increase discourse in
the classroom.
Outline Challenges in Learning English Using Discourse Language in the Mathematics
Classroom High Cognitive Demand
Mathematics Tasks Examples of Discourse in the
Classroom Equity and Excellence
Challenges in Learning English
Access to the English language Access to the language of mathematics Access to the mathematics content Expectations Self-efficacy Opportunity gap
Why Is English So Hard?
Why Is English So Hard?Upon seeing the tear in the painting, I shed a tear.
Why Is English So Hard?Upon seeing the tear in the painting, I shed a tear.
After a number of injections, my jaw got number.
Why Is English So Hard?Upon seeing the tear in the painting, I shed a tear.
After a number of injections, my jaw got number.
A minute is a minute part of a day.
Why Is English So Hard?Upon seeing the tear in the painting, I shed a tear.
After a number of injections, my jaw got number.
A minute is a minute part of a day.
The soldier decided to desert his dessert in the desert.
Why Is English So Hard?They were too close to the door to close it.
Why Is English So Hard?They were too close to the door to close it.
I did not object to the object.
Why Is English So Hard?They were too close to the door to close it.
I did not object to the object.
We must polish the Polish furniture.
Why Is English So Hard?They were too close to the door to close it.
I did not object to the object.
We must polish the Polish furniture.
The farm was used to produce produce.
Why Is English So Hard?They were too close to the door to close it.
I did not object to the object.
We must polish the Polish furniture.
The farm was used to produce produce.
The bandage was wound around the wound.
Why Is English So Hard?There is no egg in eggplant and no ham in hamburger.
How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites?
Did you say thirty or thirteen?
Did you say two hundred or two hundredths.
“Even”Social register
The floor is even (smooth/liso)The picture is even with the window (leveled/nivelado)Sleep provides even rhythm in our breathing (regular/uniforme)The dog has an even temperament (calm/calmado)If we share equally, we will be even (balance/igual)I looked sick and felt even worse (comparative/aún)So simple, even a child could do it (comparative/incluso)
“Even”Social register
Got evenTo be evenEven outBreak evenNot evenEven-steven
“Even”Mathematics register
Number: even numbers (e.g., 2, 4, 36, 58)Number: even amounts (e.g., even amounts of flour and sugar)Measurement: exact amount (an even pound)Function: even function (e.g., y = 5x2 – 3; y = cos x)
Teachers learn to amplify and enrich—rather
than simplify—the language of the classroom,
giving students more opportunities to learn the
concepts involved.
Aída Walqui, Teacher Quality Initiative
Using Discourse Receptive Language Functions
Listening Reading
Using Discourse Productive Language Functions
Speaking Writing
Mathematical PracticesMP2: Reason abstractly and quantitatively.
MP3: Construct viable arguments and critique the reasoning of others.
MP2: Reason Abstractly and Quantitatively
Receptive Language Functions Comprehend the meaning of a problem situation
and its relevant quantities as presented through multiple representations
Comprehend other’s talk about the relevant and irrelevant quantities in the problem situation
Coordinate written texts and multiple representations
Communicate (orally and in writing) about concepts, procedures, strategies, claims, arguments, and other information related to abstract and quantitative reason: Explain reasoning as it relates to problem situation, Create, label, describe, and defend coherent
representations of the problem situation at hand Ask questions to contextualize the problem situation
or the quantities of the problem
MP2: Reason Abstractly and Quantitatively
Productive Language Functions
Comprehend oral and written concepts, procedures, or strategies used in arguments and reasoning, including Questions and critiques using words or other
representations Explanations offered using words or other
representations by others (peers or teachers) Explanations offered by written texts using words or
other representations
MP3: Construct and CritiqueReceptive Language Functions
Communicate (orally and in writing) using words about concepts, procedures, strategies, claims, arguments, and other information related to constructing arguments and critique reasoning: Provide written or verbal explanation of an argument Justify conclusions and respond to counterarguments Recognize and use counterexamples Respond to questions by amplifying explanation Respond to critiques Critique or support explanations or designs
MP3: Construct and CritiqueProductive Language Functions
Language in the Mathematics
Classroom
Language in the Mathematics
Classroom Focus on students’ mathematical reasoning, not accuracy in using language.
Language in the Mathematics
Classroom Focus on students’ mathematical reasoning, not accuracy in using language.
Shift to a focus on mathematical discourse practices, move away from simplified views of language.
Language in the Mathematics
Classroom Focus on students’ mathematical reasoning, not accuracy in using language.
Shift to a focus on mathematical discourse practices, move away from simplified views of language.
Recognize and support students to engage with the complexity of language in math classrooms.
Language in the Mathematics
Classroom Focus on students’ mathematical reasoning, not accuracy in using language.
Shift to a focus on mathematical discourse practices, move away from simplified views of language.
Recognize and support students to engage with the complexity of language in math classrooms.
Treat everyday language and experiences as resources, not as obstacles.
Language in the Mathematics
Classroom Focus on students’ mathematical reasoning, not accuracy in using language.
Shift to a focus on mathematical discourse practices, move away from simplified views of language.
Recognize and support students to engage with the complexity of language in math classrooms.
Treat everyday language and experiences as resources, not as obstacles.
Uncover the mathematics in what students say and do.Judit Moschkovich
High Cognitive Demand Mathematics
Tasks
High Cognitive Demand Mathematics
Tasks Number Line Natural Numbers Fractions Integers
Discourse in the Classroom
Number line Language rich classroom Student questions Video
Video:Brandon, Chris, and Nathan use multiple
examples organized systematically
Equity and Excellence
Equity and Excellence Guiding principles Best practices for English learners Quote TODOS: Mathematics for ALL
Guiding Principles
Guiding PrinciplesChallenging mathematical tasks
Guiding PrinciplesChallenging mathematical tasks
Linguistically sensitive social environment
Guiding PrinciplesChallenging mathematical tasks
Linguistically sensitive social environment
Support for learning English while learning mathematics.
Guiding PrinciplesChallenging mathematical tasks
Linguistically sensitive social environment
Support for learning English while learning mathematics.
Mathematical tools and modeling as resources.
Guiding PrinciplesChallenging mathematical tasks
Linguistically sensitive social environment
Support for learning English while learning mathematics.
Mathematical tools and modeling as resources.
Cultural and linguistic differences as intellectual resources.
Best Practices for English Learners
Provide high cognitive demand tasks
Best Practices for English Learners
Provide high cognitive demand tasks
Scaffold the language by amplifying and enriching the language to access the content
Best Practices for English Learners
Provide high cognitive demand tasks
Scaffold the language by amplifying and enriching the language to access the content
Expect students to “do” the mathematics
Best Practices for English Learners
Provide high cognitive demand tasks
Scaffold the language by amplifying and enriching the language to access the content
Expect students to “do” the mathematics
Access prior knowledge and build on prior knowledge
Best Practices for English Learners
Provide high cognitive demand tasks
Scaffold the language by amplifying and enriching the language to access the content
Expect students to “do” the mathematics
Access prior knowledge and build on prior knowledge
Understand flexibility in ways students respond
Encourage and expect mathematical talk
Best Practices for English Learners
Encourage and expect mathematical talk
Ask students probing questions to clarify and draw out their thinking
Best Practices for English Learners
Encourage and expect mathematical talk
Ask students probing questions to clarify and draw out their thinking
Have students share and justify their reasoning and process they used to solve the problem
Best Practices for English Learners
Encourage and expect mathematical talk
Ask students probing questions to clarify and draw out their thinking
Have students share and justify their reasoning and process they used to solve the problem
Provide opportunities for students to work individually, pair share, and in small and whole groups
Best Practices for English Learners
Use language as a resource for learning not only as a tool for communicating but also as a tool for thinking and reasoning mathematically
Best Practices for English Learners
Use language as a resource for learning not only as a tool for communicating but also as a tool for thinking and reasoning mathematically
Provide diverse avenues of action and expression
Best Practices for English Learners
Use language as a resource for learning not only as a tool for communicating but also as a tool for thinking and reasoning mathematically
Provide diverse avenues of action and expression
Be aware of multiple meanings of words
Best Practices for English Learners
Use language as a resource for learning not only as a tool for communicating but also as a tool for thinking and reasoning mathematically
Provide diverse avenues of action and expression
Be aware of multiple meanings of words
Have students Think, Ink, Pair, Share
Best Practices for English Learners
Use language as a resource for learning not only as a tool for communicating but also as a tool for thinking and reasoning mathematically
Provide diverse avenues of action and expression
Be aware of multiple meanings of words
Have students Think, Ink, Pair, Share
Increase discourse in the classroom
Best Practices for English Learners
We want to provide access to ALL students. We also want ALL students to make sense of rigorous, high quality, and high cognitive demand mathematics tasks. We want them to approach the zone of proximal development, not the zone of minimal effort. We want equity AND excellence.
We want to provide access to ALL students. We also want ALL students to make sense of rigorous, high quality, and high cognitive demand mathematics tasks. We want them to approach the zone of proximal development, not the zone of minimal effort. We want equity AND excellence.
“Equity without excellence is meaningless. Excellence without equity is unjust. We must always ask ourselves, what can we do to incorporate both?”
The mission of TODOS: Mathematics for ALL is to advocate for equity and high quality
mathematics education for all students—in particular, Latina/o students.
TODOS MembershipJOIN TODOS for only $25 for a one-year
membership, $70 for three years!
Read Social Justice Position Statement
TODOS Website
http://www.todos-math.org
ResourcesFramework for ELPD Standardshttp://www.ccsso.org/Documents/2012/ELPD%20Framework%20Booklet-Final%20for%20web.pdf
Judit Moschkovichhttp://ell.stanford.edu/papers/practice
K-12 SMP in CCSS PLMhttps://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=306591&sciId=11608
Beyond Good Teachinghttps://www.nctm.org/store/Products/Beyond-Good-Teaching--Advancing-Mathematics-Education-for-ELLs/
Thank You!
Susie W. Håkansson, Ph.D.Immediate Past-President
TODOS: Mathematics for ALLshakans@g.ucla.edu
http://www.todos-math.org
Question & Answer Session
Dr. Susie W. Håkansson
Email: shakans@g.ucla.eduFollow on Twitter @SusieHakanssonFollow Todos on Twitter @todosmathVisit www.todos-math.org
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Thank you to our speaker!
Dr. Susie W. HåkanssonMathematics Education Consultantand Immediate Past-President,TODOS: Mathematics for ALL
If you logged in live with your email address:Your certificate will be emailed to you the next business day.
If you joined by phone or if you’re watching this as a recording:Take the CE quiz located in the Webinar Archives.
To get your CE Certificate:
To take the CE quiz:Join the community at www.edweb.net/blended You’ll find a CE quiz in the Webinar Archives
Join the free community!Blended Learning: Extending Classes Online
Invitations to upcoming webinars
Access to recordings of past webinars
Online discussion forums
A CE certificate for each quiz you take
www.edweb.net/blended
You’ll receive the following benefits:
Thank you all for attending!
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