rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: English language learners and math
    sub title: discourse, participation, and community in reform-oriented, middle school mathematics classes
  name:
    name part: Hansen-Thomas, Holly
    role:
      role term: creator
    role:
      role term: author.
  type of resource: text
  genre: bibliography
  genre: elektronické knihy
  genre: Case studies.
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2009
    copyright date: 2009
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (xv, 143 pages) : illustrations
  abstract: 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.
  table of contents: Introduction -- Chapter 1. Guide to transcription conventions -- Chapter 2. Background -- Chapter 3. Introducing the three communities -- Chapter 4. Communities of practice in three sixth-grade math classes -- Chapter 5. Frames as play and participation frameworks in reform math -- Chapter 6. What is mathematical discourse, how is it used, and who is successful at it? -- Chapter 7. Conclusions and implications -- References -- About the author.
  note: Holly Hansen-Thomas.
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  note: Includes bibliographical references.
  subject:
    geographic code: n-us---
  subject:
    topic: Mathematics
    topic: Study and teaching (Middle school)
    geographic: United States
    genre: Case studies
  subject:
    topic: English language
    topic: Study and teaching (Middle school)
    geographic: United States
    topic: Spanish speakers
    genre: Case studies
  subject:
    topic: Hispanic American children
    topic: Education (Middle school)
    genre: Case studies
  subject:
    topic: Study Aids
    topic: Study & Test-Taking Skills
  subject:
    topic: Study and learning skills: general
  subject:
    topic: Educational: Study skills
  classification: 510.71/2
  classification: 37.01
  identifier: 9781806618316
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: DLC
    record creation date: 090528
    record change date: 20250607031548.9
    record identifier: em-9781806618316
    language of cataloging:
      language term: eng