For ELLs: Vocabulary beyond the Definitions

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A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.

Contributor Notes

Nancy S. Roberts, nancy.roberts@ct.gov, teaches mathematics at Howell Cheney Technical High School in Manchester, Connecticut. She is interested in exploring strategies to teach mathematics to all learners.

Mary P. Truxaw, mary.truxaw@uconn.edu, is an associate professor in the Neag School of Education at the University of Connecticut in Storrs. She is interested in how discourse can support mathematical understanding, especially in linguistically diverse mathematics classrooms.

(Corresponding author is Roberts nancy.roberts@ct.gov)(Corresponding author is Truxaw mary.truxaw@uconn.edu)
The Mathematics Teacher

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