By examining some of Ms. Hill’s instructional moves, we demonstrate how a fifth-grade teacher simultaneously developed her multilingual learners’ mathematical reasoning and mathematics register.
Barwell, R. (2005). Integrating language and content: Issues from the mathematics classroom. Linguistics and Education, 16(2), 205–218. https://doi.org/10.1016/j.linged.2006.01.002
Barwell, R. (2005). Integrating language and content: Issues from the mathematics classroom. Linguistics and Education
, 16(2), 205–218. https://doi.org/10.1016/j.linged.2006.01.002)| false
Charalambous, C. Y., & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students’ understandings of fractions. Educational Studies in Mathematics, 64(3), 293–316. https://doi.org/10.1007/s10649-006-9036-2
Charalambous, C. Y., & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students’ understandings of fractions. Educational Studies in Mathematics
, 64(3), 293–316. https://doi.org/10.1007/s10649-006-9036-2)| false
Coleman, R., & Goldenberg, C. (2009). What does research say about effective practices for English learners?Kappa Delta Pi Record, 46(1), 10–16. https://doi.org/10.1080/00228958.2009.10516683
Coleman, R., & Goldenberg, C. (2009). What does research say about effective practices for English learners?Kappa Delta Pi Record
, 46(1), 10–16. https://doi.org/10.1080/00228958.2009.10516683)| false
Davidson, A., Herbert, S., & Bragg, L. A. (2019). Supporting elementary teachers’ planning and assessing of mathematical reasoning. International Journal of Science and Mathematics Education, 17(6), 1151–1171. https://doi.org/10.1007/s10763-018-9904-0
Davidson, A., Herbert, S., & Bragg, L. A. (2019). Supporting elementary teachers’ planning and assessing of mathematical reasoning. International Journal of Science and Mathematics Education
, 17(6), 1151–1171. https://doi.org/10.1007/s10763-018-9904-0)| false
de Araujo, Z., Roberts, S. A., Willey, C., & Zahner, W. (2018). English learners in K–12 mathematics education: A review of the literature. Review of Educational Research, 88(6), 879–919. https://doi.org/10.3102/0034654318798093
de Araujo, Z., Roberts, S. A., Willey, C., & Zahner, W. (2018). English learners in K–12 mathematics education: A review of the literature. Review of Educational Research
, 88(6), 879–919. https://doi.org/10.3102/0034654318798093)| false
Garrison, L., & Mora, J. K. (2005). Adapting mathematics instruction for English language learners: The language-concept connection. In L.Ortiz-Franco, N. G.Hernandez, & Y.De La Cruz (Eds.), Changing the faces of mathematics: Perspectives on Latinos (pp. 35–48). National Council of Teachers of Mathematics.
Garrison, L., & Mora, J. K. (2005). Adapting mathematics instruction for English language learners: The language-concept connection. In L.Ortiz-Franco, N. G.Hernandez, & Y.De La Cruz (Eds.), Changing the faces of mathematics: Perspectives on Latinos
(pp. 35–48). National Council of Teachers of Mathematics.)| false
Goulet-Lyle, M-P., Voyer, D., & Verschaffel, L. (2020). How does imposing a step-by-step solution method impact students’ approach to mathematical word problem solving?ZDM: Mathematics Education, 52(1), 139–149.https://doi.org/10.1007/s11858-019-01098-w
Goulet-Lyle, M-P., Voyer, D., & Verschaffel, L. (2020). How does imposing a step-by-step solution method impact students’ approach to mathematical word problem solving?ZDM: Mathematics Education
, 52(1), 139–149.https://doi.org/10.1007/s11858-019-01098-w)| false
Jeannotte, D., & Kieran, C. (2017). A conceptual model of mathematical reasoning for school mathematics. Educational Studies in Mathematics, 96(1), 1–16. https://doi.org/10.1007/s10649-017-9761-8
Jeannotte, D., & Kieran, C. (2017). A conceptual model of mathematical reasoning for school mathematics. Educational Studies in Mathematics
, 96(1), 1–16. https://doi.org/10.1007/s10649-017-9761-8)| false
MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201. https://doi.org/10.3102/0002831216683935
MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal
, 54(1), 167–201. https://doi.org/10.3102/0002831216683935)| false
Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4(2 & 3), 189–212. https://doi.org/10.1207/S15327833MTL04023_5
Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning
, 4(2 & 3), 189–212. https://doi.org/10.1207/S15327833MTL04023_5)| false
Moschkovich, J. N. (2015). Academic literacy in mathematics for English learners. Journal of Mathematical Behavior
, 40, 43–62. https://doi.org/10.1016/j.jmathb.2015.01.005)| false
National Council of Teachers of Mathematics. (2020). Catalyzing change in early childhood and elementary mathematics: Initiating critical conversations.
National Council of Teachers of Mathematics. (2020). Catalyzing change in early childhood and elementary mathematics: Initiating critical conversations
.)| false
Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: A research review. Reading & Writing Quarterly, 23(2), 139–159. https://doi.org/10.1080/10573560601158461
Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: A research review. Reading & Writing Quarterly
, 23(2), 139–159. https://doi.org/10.1080/10573560601158461)| false
Takeuchi, M. (2015). The situated multiliteracies approach to classroom participation: English language learners’ participation in classroom mathematics practices. Journal of Language, Identity & Education, 14(3), 159–178. https://doi.org/10.1080/15348458.2015.1041341
Takeuchi, M. (2015). The situated multiliteracies approach to classroom participation: English language learners’ participation in classroom mathematics practices. Journal of Language, Identity & Education
, 14(3), 159–178. https://doi.org/10.1080/15348458.2015.1041341)| false
Zwiers, J., Dieckmann, J., Rutherford-Quach, S., Daro, V., Skarin, R., Weiss, S., & Malamut, J. (2017). Principles for the design of mathematics curricula: Promoting language and content development. Stanford University. https://ul.stanford.edu/sites/default/files/resource/2021-11/Principles%20for%20the%20Design%20of%20Mathematics%20Curricula_1.pdf)| false