Designing Math Lessons for English Language Learners

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A four-component process to teach mathematics to English language learners is explored. Research-based strategies within each example illustrate how research can be turned into practice.

Footnotes

Edited by Debra I. Johanning, debra.johanning@utoledo.edu. Readers are encouraged to submit manuscripts through http://mtms.msubmit.net.

Contributor Notes

Kathryn B. Chval, chvalkb@missouri.edu, is an associate professor of mathematics education at the University of Missouri-Columbia. She researches how to improve the participation of ELLs in mathematics classrooms.

Óscar Chávez, chavezo@missouri.edu, is an assistant professor at the University of Missouri-Columbia. He was born in Mexico City, where he taught mathematics in grades 7-12. He is interested in curriculum research, the use of technology in mathematics education, and teaching strategies for ELLs that are based on high expectations for all students.

(Corresponding author is Chval chvalkb@missouri.edu)(Corresponding author is Chávez chavezo@missouri.edu)
Mathematics Teaching in the Middle School

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