TEACHING MEASUREMENT IN ELL CLASSROOMS USING

TRADE BOOKS

Sylvia R. Taube, Sam Houston State UJulie Marko, Sam Houston State U

5th

Annual Mathematics for English Language Learners (MELL) ConferenceTexas State University, San Marcos, TXJune 29-July 1, 2009

OVERVIEW OF PRESENTATION

Gain ideas for incorporating math literature books in lessons involving measurement;

Analyze selected math-lit books and discuss ways to engage the ELL in mathematical processes such as, communication and logical reasoning.

School Type State Ave Hispanic White

McALLen HS

More affluent

80% 64% 87%

MemorialHS

Less Affluent

80% 54% 82%

DeLeon MS More affluent

80% 87% 89%

Alamo MS Less Affluent

80% 73% 89%

2008 TAKS RESULTS: SELECTED SCHOOLS WITH HIGH HISPANIC POPULATION

HOW DO ELLS LEARN MATH CONTENT?

Listen

Read

Write

Speak

TEACH CONCEPTS USING MULTIPLE

REPRESENTATIONS

Adaptedfrom:AnInteractiveModelforUsingRepresentationalSystemsby:Behr,Lesh,Post,&Silver

Written Symbols Spoken

Symbols

Real-WorldSituations Manipulative

Aides

Pictures

A sample of student work using multiple representations

WHAT BRAIN RESEARCH SAYS?

(ZADINA, J. N., 2008)Emotional experiences can create strong memories, Positive emotions (joy, pleasant surprise, appreciation, laughter, excitement, intrigue, compassion) are preferred.

Sample strategy: Bring a pet to class.

THE ROLE OF MATH-LIT BOOKS IN BUILDING ELLS

UNDERSTANDING OF

MATH CONCEPTS

WHAT CHILDRENS BOOKS CAN OFFER

Integration- important math ideas with ideas across the different content strandsExample: Developing proportionality ideas [ratios, similarity, equation, probability]Provides many contexts for mathematical investigations and problem solving opportunities

Example: How Big is a Foot? (Miller, 1962)

Source: Bay-Williams, J. M & Martinie, S. L. (2003).Integrated Mathematics: Choices & Challenges. NCTM pp. 203-210.

THE POPULARITY OF MATH- LITERATURE BOOKS HAS SOARED!

What or where is the math?Is the math worthwhile?Is the math accurate?Is the book appealing?Is it well-illustrated?

Source:Exploring Mathematics Through Literature Editor: Diane Thiessen Publisher : NCTM, 2004

What to look for in a book

SIR CUMFERENCE SERIES PHOTOS FROM WWW.AMAZON.COM

Author: Cindy Neuschwander Illustrator: Wayne Geehan Publisher: Charlesbridge

http://www.amazon.com/

SIR CUMFERENCE SERIES The author injects humor and twists on mathematical terminology to challenge studentsthinking;

Middle level students should be able to see the humor embedded in each story;

Provides ELLs with practice in communication skills (reading, talking, listening, writing)

Source: OConnell, S. (2005). Now I Get It. Strategies for Building Confident and Competent Mathematicians, K-6.Heinemann, Portsmouth, NH

King Arthur and his knights hold meetings around a long table. There was a problem: Everyone has to shout to be heard.

Sir Cumference, one of the knights, and his wife, Lady Di were challenged to build a better table.

Sir Cumference, Lady Di of Ameter, and Radius, their son, face a dilemma. They had to find a potion that would change Sir Cumference, who turned into a dragon, back to normal. Radius had to solve the riddle that will reveal the cure. He had to find the magic number

that every

circular shape has.

Sir Cumference and Lady Di have a niece, Per who loves to play games. During a visit she learned a new game called Inners and Edges. The game had a secret message that led them to a mysterious island.

Per and cousin Radius sailed to the island. They had to unlock the secret or they get eaten by a sea serpent .

King Arthur has hidden his sword, Edgecalibur. The knight who finds it will be the next king. Sir Vertex, with help from Sir Cumference and Lady Di, used his wit to find the sword. He had to solve the puzzle of the rule of 2.

The shapes that make 2 will pass the test, but one that does NOT must be your quest.

ACCOMMODATIONS FOR ELLSACCOMMODATIONS FOR ELLS

Source: OConnell, S. (2005). Now I Get It. Strategies for Building Confident and Competent Mathematicians, K-6.Heinemann, Portsmouth, NH. pp. 37

LINGUISTIC AND INSTRUCTIONAL

SCAFFOLDING TECHNIQUES

Adjust speech (slow down, use simple words, paraphrase)

Ask one question at a time; waiting longer for answers before continuing

Use language in context; for meaning

Break down directions into chunks

Check for understanding regularly

SCAFFOLDING TECHNIQUES (CONT.)

Employ multi-sensory vocabulary building scaffolds

Use paraphrasing and think-alouds

Reinforce contextual definitions (e.g., use Fido, my dog clarifying that Fido is a dog)

Avoid idiomatic expressions

Math Academic Register(The language used to talk about

mathematics)It includes vocabulary specific to mathematics as a discipline, as well as everyday terms that have specific meanings when used in mathematics.It also includes,

symbols ( , )expressions (is related to)ways of communicating (graphs, pictures)

Source: Stepanek, J. (Winter 2004). Diverse languages in mathematics and science. Northwest Teacher, pp 2-5.

ACCOMMODATIONS FOR ELLS: BARRIERS TO BRIDGES

RadiusDiameterAreaCircumferenceVolumeSurface areaProportion

PredictAffectAnalyzeAccurateTableSetRelation

Academic Language: Specialized vocabulary

Mathematics Register (includes everyday terms that have specialized meaning

DATA FROM NCTM,TEKS/TAKS ON MEASUREMENT (GR. 5-8)

Students in other countries outperform US students on tests of measurement;US students lack experiences that help them make significant use of measurement concepts and processes;US students have many misconceptions (e.g., error in the measurement -> someone made a mistake!)

WHAT TEACHERS CAN DO?Multiple modes of delivery (visuals, audio)

Applications

Real world situations

Unpack the language

Repetition of vocabulary (orally, written)

Making math terms come alive (personalize)

Write stories, word problems

Tools to teach both math contentand language literacy

Hands-on activities are less dependent on the formal mastery of the language of instruction and thus reduce the linguistic burden on ELLs;Collaborative, small group work provides structured opportunities for developing English proficiency in the context of authentic communication about content knowledge.Problem based instruction provides an introduction to solving problems and discourse that most ELLs are often excluded.

Source: Okhee Lee and Mary Avalos (Dec 2003) Integrating Science with English Language Development. SEDL Letter, Vol. XV (1).Southwest Educational Development Laboratory (SEDL)

HOW TO WEAVE LITERATURE INTO A MATH LESSON?

Teacher reads aloud;Have students read along;Ask students to read independently;Keep books in a math center;Use to review concepts

Explore books related to a theme to complete projects

Discuss math concepts appearing in the story

Share analysis and reflections about the story

Source: OConnell, S. (2005). Now I Get It. Strategies for Building Confident and Competent Mathematicians, K-6.Heinemann, Portsmouth, NH

USING LITERATURE IN MATH

Title: Posing Problems from Childrens LiteratureAuthors: Elaine Young & Christine Marroquin, Source: Teaching Children Mathematics,Date: March 2006Pages: 362-366

USING LITERATURE BEFORE A MATH UNIT

Pre-assess skills and understandingIntroduce new topics and vocabularyIntroduce manipulativesConnect with childrens prior experience.

(Young & Marroquin, 2006)

USING LITERATURE DURING A MATH UNIT

Reinforce vocabularyAddress misconceptionsEncourage higher-order thinkingProvides multiple representationsGenerate new knowledgeMake connections among concepts

(Young & Marroquin, 2006)

USING LITERATURE AFTER A MATH UNIT

ReviewPrompt further questionsMake applications to the outside worldEncourage connections with other math topics and other disciplinesServe as an extension

(Young & Marroquin, 2006)

Free RESOURCEShttp://www.tsusmell.org

http://www.tsusmell.org/images/MELL_SpanishResforTeachers2007.pdf

MELL Classroom Practice Framework:http://www.tsusmell.org/images/MELL_CPF2007.pdf

http://www.tsusmell.org/images/MELL_SpanishResforTeachers2007.pdf

http:www.k-state.edu/smartbooks/

[Maintained by Kansas State University]

A web site containing samples of lesson plans using math-lit books.Suggest ideas for launching investigations and problem solving.

REQUEST ELECTRONIC COPY OF POWERPOINT

Sylvia Taube, SHSU, Huntsville TXtaube@shsu.eduAlso available in a CD from the MELL conference and will be mailed to your address soon.

mailto:taube@shsu.edumailto:taube@shsu.edu

TEACHING MEASUREMENT IN ELL CLASSROOMS USING TRADE BOOKSOVERVIEW OF PRESENTATION2008 TAKS RESULTS: SELECTED SCHOOLS WITH HIGH HISPANIC POPULATIONHOW DO ELLS LEARN MATH CONTENT?TEACH CONCEPTS USING MULTIPLE REPRESENTATIONSSlide Number 6Slide Number 7 WHAT BRAIN RESEARCH SAYS?(ZADINA, J. N., 2008)THE ROLE OF MATH-LIT BOOKS IN BUILDING ELLS UNDERSTANDING OF MATH CONCEPTSWHAT CHILDRENS BOOKS CAN OFFERTHE POPULARITY OF MATH-LITERATURE BOOKS HAS SOARED!SIR CUMFERE