use discourse to access language and mathematics for english learners

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.


After a number of injections, my jaw got number.



A minute is a minute part of a day.



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.


I did not object to the object.



We must polish the Polish furniture.




The farm was used to produce produce.




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


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.





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


Linguistically sensitive social environment



Support for learning English while learning mathematics.




Mathematical tools and modeling as resources.




Mathematical tools and modeling as resources.

Cultural and linguistic differences as intellectual resources.

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





Access prior knowledge and build on prior knowledge

Understand flexibility in ways students respond

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




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


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





Have students Think, Ink, Pair, Share

Increase discourse in the classroom


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 [email protected]

http://www.todos-math.org

Question & Answer Session

Dr. Susie W. Håkansson

Email: [email protected] on Twitter @SusieHakanssonFollow Todos on Twitter @todosmathVisit www.todos-math.org

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Efficacy: Independent Validation from SRI and from CEPR at Harvard University

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Thank you to our speaker!

Dr. Susie W. HåkanssonMathematics Education Consultantand Immediate Past-President,TODOS: Mathematics for ALL

edWeb would like to thank

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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

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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!
