Show:
Terms
Terms/ Concepts
Concepts
Concepts
Concepts
100
An innate ability of number sense that allows us to assess how many objects are in a small collection
What is numerosity?
100
Culturally relevant approach to math
What is ethno-mathematics?
100
Different symbols: > < + - / x Various words Addition: plus, total, add, combine, increase by Subtraction: less, take away, difference, decrease, remain A lot of the words aren’t heard in every day conversation
What are multiple ways to express operations in mathematics?
100
Quantitative and logical relationships Quantitative: hardly, higher, many, more, least Logical: Alike, because, same, never, if Helps tot explain using visual aids and manipulatives
What grammatical constructions convey a mathematical relationship?
100
Symbol processing (1,2,3) Language processing(one, two, three) Visual processing( box 1 box 2 box 3)
What 3 systems are involved when dealing with quantities and arithmetic computation?
200
Review the problem solving process including any needed algorithm
What is think alouds (for solving math problems)
200
Need to decide on the two together Language objective concerns English mathematical terms and expressions that describe the problem and operations Content objectives demonstrates the steps to solve the problem
Language objectives vs. content objectives in math
200
Understanding concept before understanding the vocal Reciprocal teaching Clarify meaning of words and phrases Question to identify key elements of the problem Summarize purpose Come up with plan to solve it
What cognitive load/neural processing are necessary for math success?
300
A teaching strategy that makes meaningful connections to the knowledge, perspectives, and behavior that ELLs bring to the classroom
What is instructional congruence
300
Careful observers who could identify their needs/ backgrounds without stereotyping Don't require english 100% of the time Ask students to work in groups giving them time to explore ideas through discussion with their peers
What are the characteristics of math teachers who work effectively with Els?
300
Helps them understand how science is spoken and written A lot of different discourse Cause and effect, cite info, compare, construct tables/charts/graphs, contrast, describe, disagree, distinguish fact from opinion, draw conclusions, estimate, give and support opinions, hypothesize, id relationships, make predictions, measure, persuade, retell, sequence, and summarize
What is the importance of science vocabulary to express relationships?
400
Teaching students of differing cultural backgrounds in ways that are familiar to them
What is cultural congruence
400
Both past and present word tenses in problems Terms not found in everyday conversation Need to understand symbols When problems lack context or are artificial context Lack one-to-one correspondence Illustrations that do not help ELLs understand the problem
What are major challenges for Els in learning mathematical language?
400
Relating to how American/Western culture perceives science Understanding the science content being taught Using academic language to discuss scientific concepts Participating in class discussions Writing appropriate scientific academic texts
What are the 5 primary challenges Els face when learning science content in their classrooms?
500
Students read in small groups using cognitive strategies to comprehend the text Teacher model( highlighting language needed for each role)….> Students do it
What is reciprocal teaching (for solving math problems)
500
Solve for the wrong problem Misinterpret words and math symbols Confusion within the problem
What is a language issue of incorrectly assuming words are homophones?
500
By doing science ELLs can learn specialized vocabulary within the context Link unusual words with visual representations and physical actions Abstract vs. concrete experiences
What is the difference between doing science and learning about science?