All Sorts of Quality Interactions With English Learners

Chu, H., & Hamburger, L. (2019). Designing mathematical interactions for English learners. Mathematics Teaching in the Middle School, 24(4), 218–225. https://doi.org/10.5951/mathteacmiddscho.24.4.0218

Chu, H., & Hamburger, L. (2019). Designing mathematical interactions for English learners. Mathematics Teaching in the Middle School, 24(4), 218–225. https://doi.org/10.5951/mathteacmiddscho.24.4.0218)| false
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Chu, H., & Hamburger, L. (2022). Educative mathematics curriculum materials for English learners: Varying the intensity of scaffolding. In L. de Oliveira & R. Westerlund (Eds.), Scaffolding for multilingual learners in elementary and secondary schools (pp. 181–197). Routledge.

Chu, H., & Hamburger, L. (2022). Educative mathematics curriculum materials for English learners: Varying the intensity of scaffolding. In L.de Oliveira & R.Westerlund (Eds.), Scaffolding for multilingual learners in elementary and secondary schools (pp. 181–197). Routledge.)| false
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Chu, H., Tran, T., & Hamburger, L. (2022). Redefining approaches for engaging English learners with mathematical ideas. National Research and Development Center to Improve Education for Secondary English Learners at WestEd.

Chu, H., Tran, T., & Hamburger, L. (2022). Redefining approaches for engaging English learners with mathematical ideas. National Research and Development Center to Improve Education for Secondary English Learners at WestEd.)| false
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de Araujo, Z., Roberts, S., 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., 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
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Grapin, S. E., Llosa, L., Haas, A., & Lee, O. (2020). Rethinking instructional strategies with English learners in the content areas. TESOL Journal, 12(2), e557. https://doi.org/10.1002/tesj.557

Grapin, S. E., Llosa, L., Haas, A., & Lee, O. (2020). Rethinking instructional strategies with English learners in the content areas. TESOL Journal, 12(2), e557. https://doi.org/10.1002/tesj.557)| false
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Hamburger, L., & Chu, H. (2019). Making slope a less slippery concept for English learners: Redesigning mathematics instruction with rich interactions. In A. Walqui & G. Bunch (Eds.), Amplifying the curriculum: Designing quality learning opportunities for English learners (pp. 115–137). Teachers College Press.

Hamburger, L., & Chu, H. (2019). Making slope a less slippery concept for English learners: Redesigning mathematics instruction with rich interactions. In A.Walqui & G.Bunch (Eds.), Amplifying the curriculum: Designing quality learning opportunities for English learners (pp. 115–137). Teachers College Press.)| false
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Meyer, D. (2011, May 11). The three acts of a mathematical story. https://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/

Meyer, D. (2011, May 11). The three acts of a mathematical story. https://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/)| false
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National Clearinghouse for English Language Acquisition. (2021). Integrating language while teaching mathematics. https://ncela.ed.gov/sites/default/files/2022-09/NCELA%20Teaching%20Practice%20Brief%20–%20Effective%20instructional%20practices%2C%20examples%2C%20and%20practice%20shifts%20for%20math%20teachers.pdf

Roberts, S., de Araujo, Z., Willey, C., & Zahner, W. (2022). Three ways to enhance tasks for multilingual learners. Mathematics Teacher: Learning and Teaching PK–12, 115(7), 458–467. https://doi.org/10.5951/MTLT.2021.0300

Roberts, S., de Araujo, Z., Willey, C., & Zahner, W. (2022). Three ways to enhance tasks for multilingual learners. Mathematics Teacher: Learning and Teaching PK–12, 115(7), 458–467. https://doi.org/10.5951/MTLT.2021.0300)| false
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Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development (2nd ed.). Teachers College Press.

Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E.A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development (2nd ed.). Teachers College Press.)| false
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Swan, M. (2007). The impact of task-based professional development of teachers’ practices and beliefs: A design research study. Journal of Mathematics Teacher Education, 10(4), 217–237. https://doi.org/10.1007/s10857-007-9038-8

Swan, M. (2007). The impact of task-based professional development of teachers’ practices and beliefs: A design research study. Journal of Mathematics Teacher Education, 10(4), 217–237. https://doi.org/10.1007/s10857-007-9038-8)| false
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Walqui, A. (2019). Designing the amplified lesson. In A. Walqui & G. Bunch (Eds.), Amplifying the curriculum: Designing quality learning opportunities for English learners (pp. 43–69). Teachers College Press.

Walqui, A. (2019). Designing the amplified lesson. In A.Walqui & G.Bunch (Eds.), Amplifying the curriculum: Designing quality learning opportunities for English learners (pp. 43–69). Teachers College Press.)| false
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Wilson, J., & Smith, E. (2022). Increasing multilingual learners’ access in mathematics. Mathematics Teacher: Learning and Teaching PK–12, 115(2), 104–112. https://doi.org/10.5951/MTLT.2021.0060

Wilson, J., & Smith, E. (2022). Increasing multilingual learners’ access in mathematics. Mathematics Teacher: Learning and Teaching PK–12, 115(2), 104–112. https://doi.org/10.5951/MTLT.2021.0060)| false
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