English language learners and math : discourse, participation, and community in reform-oriented, middle school mathematics classes

• Main Author: Hansen-Thomas, Holly (Author)
• Format: Electronic eBook
• Language: English
• Published: Bingley, U.K : Emerald Publishing Limited : Information Age Publishing, 2009.
• Subjects: Mathematics > Study and teaching (Middle school) > United States > Case studies.; English language > Study and teaching (Middle school) > United States > Spanish speakers > Case studies.; Hispanic American children > Education (Middle school) > Case studies.; elektronické knihy; Case studies.; Study Aids > Study & Test-Taking Skills.; Study and learning skills: general.; Educational: Study skills.; electronic books
• ISBN: 9781806618316
• DOI: 10.1108/978-1-60752-255-3
• Physical Description: 1 online resource (xv, 143 pages) : illustrations
• Access: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty

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.