English language learners and math : discourse, participation, and community in reform-oriented, middle school mathematics classes / Holly Hansen-Thomas.

Format:

Book

Author/Creator:

Hansen-Thomas, Holly, author.

Language:

English

Subjects (All):

Mathematics--Study and teaching (Middle school)--United States--Case studies.

Mathematics.

English language--Study and teaching (Middle school)--United States--Spanish speakers--Case studies.

English language.

Hispanic American children--Education (Middle school)--Case studies.

Hispanic American children.

Genre:

Case studies.

Physical Description:

1 online resource (161 p.)

Place of Publication:

Charlotte, NC : Information Age Pub., c2009.

Language Note:

English

Summary:

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.

Contents:

Introduction

Chapter 1. Guide to transcription conventions

Chapter 2. Background

Chapter 3. Introducing the three communities

Chapter 4. Communities of practice in three sixth-grade math classes

Chapter 5. Frames as play and participation frameworks in reform math

Chapter 6. What is mathematical discourse, how is it used, and who is successful at it?

Chapter 7. Conclusions and implications

References

About the author.

Notes:

Description based upon print version of record.

Includes bibliographical references.

Print version record.

ISBN:

9786612258664

9781282258662

1282258664

9781607522553

1607522551