|
|
How to support mathematical literacy, including reading and writingKersaint et al (2013) suggests 5 principles:
- Give many opportunities to read, write, listen, discuss mathematics in a variety of ways
- Draw attention to patterns of English and mathematics language structure
- Give plenty of time to use and develop the language
- Give learners opportunities to notice their errors and to correct their English (eg through revoicing, requesting clarification, elicitation by pausing, repetition of what learner says by teacher (p10))
- Construct activities that maximize learners to interact with others
Kersaint et al (2013) also make some suggestions for orchestrating classroom discourse to help with the development of mathematical literacy:
- Speak clearly, enunciate clearly, give visual representation of words by writing them down
- Express information in multiple ways
- Use controlled vocabulary (Murray (2004) states one needs to use a word at least 30 times in order to own it!) - so maximize opportunities to practice vocabulary
- Pause frequently and increase wait time
- Use drawings and illustrations to support communication
- Use dramatic gestures, actions, and verbal intonations
- Engage learners in speaking and listening
Some Reading strategies (Kersaint et al, 2013):
- Teacher read aloud.
- Teacher models engagement with text.
- Say something: students read small portion of text and tell one thing about what they read to partner
Some writing strategies:
- Word walls; mindmaps (Kersaint et al, 2013)
- Personal dictionaries ((Kersaint et al, 2013,p102, 115)
- Dictation (similar technique as a spelling test)
Support ideas for professional development:
Interesting examples of use of language, reading and writing mathematics can often be seen in videos of classroom practice. A good example is this youtube video from the NCETM
References
- Kersaint, G., Thompson, D. R., & Petkova, M. (2013). Teaching mathematics to English language learners (2nd Edition). New York: Routledge.
|
