http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
discourse, participation, and community in reform-oriented, middle school mathematics classes
1 online resource (xv, 143 pages) : illustrations
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.
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.
Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty