Some Complexities of Language in Mathematics Instruction
Eugenia Vomvoridi-Ivanović and Aria Razfar
Abstract: This article discusses qualitative data collected from elementary pre-service teachers (PSTs) who participated in an activity that uses the context of baseball to highlight some of the complexities of language in mathematics instruction. Through this activity, PSTs moved from a more discrete vocabulary orientation for teaching mathematics towards an embedded discourse approach, broadened their views on whom they classify as an English language learner (ELL), and developed empathy for the meaning-making struggles of ELLs in mathematics classrooms.
Marlene Kliman, Nuria Jaumot-Pascual, and Valerie Martin
Abstract: Informal (out-of-school) education, with emphasis on local community and resources, can be particularly beneficial to children from non-dominant cultures. To support integration of more mathematics into such programs, we worked with informal educators based in public libraries (including librarians and after-school educators) to create and make available English and Spanish mathematics activities that they could embed in their daily work with children. We discuss self-reported impacts on informal educators’ math-related attitudes, beliefs, and professional practices.
Judit Moschkovich
Abstract: This paper is based on the Iris M. Carl Equity Address the author delivered at the 2012 annual meeting of the National Council of Teachers of Mathematics. That invited keynote considered the question of equitable teaching practices in mathematics classrooms for students from non-dominant communities. Although research cannot provide quick answers to this question nor can it provide a recipe for equitable teaching practices, there are research-based recommendations that can guide researchers, teachers, and administrators in developing their own approaches to supporting equitable practices in mathematics classrooms. Several resources are provided for considering this question: a definition of equity, a definition of equitable practices, a framework for organizing research findings relevant to equitable practices, and questions to consider when designing equitable mathematics instruction. This discussion is informed by a sociocultural and situated perspective on mathematical thinking, on language, and on bilingual learners (for details of that framework, see Moschkovich, 2002, 2010).