Syllabus
Monday,
June 25
Introductions and overview
Mathematical knowledge and understanding
Reading: Whiteford T.J.; Is
Mathematics a Universal
Language? Teaching Children Mathematics; NCTM, Reston,
VA. January 2010 (print)
Tuesday, June 26
Math Manipulatives and Technology Resources
Global Differences in Mathematics
Reading:
Linguistic Registers in the
Mathematics Classroom;
Whiteford, T.J.; (2008) (p54) New England Mathematics
Journal, ATMNE, Keene, NH (print)
Wednesday, June 27
Linguistic Registers and the Language of mathematics
Assessment and the Cultural math Interview (CMI)
Reading:
Math Instruction for English language Learners.
English
Language Learners in Math
Thursday, June 28^{th}
Numeracy and Place Value
Algorithms and Problem Solving
Reading:
The
Connected Math Project
The
Common Core Math Standards
Monday,
July 2
The Common Core Math Curriculum, the Bridges Math
Program
and the WIDA standards
Tuesday,
July 3
Lesson Planning
Sharing Interviews, reflections and lesson plan ideas

St. Michael's College Graduate Education Program
Teaching Mathematics to English Language Learners
in the
K – 8 Classroom
GED 611
Summer 2012
Time
and location
June 25 – 28 and July 2 – 3, 10:00 – 12:05 Room 309,
St. Edmunds
General
Statement
This
course will explore theories, ideas and practices for teaching math to
students who are English Language Learners at the preK – 8 level in the
context of the regular classroom. Students will investigate current
literature on cultural, pedagogical and developmental issues related to how
children from other countries and cultures learn mathematics in US
classrooms.
This
course is designed to explore, and model, how professional educators from
different fields of interest can work together by sharing their knowledge
and expertise to improve math instruction for students who, are English
Language Learners.
Course
participants will explore the nature of the K – 8 math curriculum and
relevant teaching strategies with particular reference to; cognitive
academic language proficiency, Sheltered Instruction practices, the WIDA standards, the pedagogical content
knowledge in selected areas of the math curriculum, the role of language in
teaching and learning mathematics, the role of nonverbal materials such as manipulatives and graphic organizers.
In
particular students will explore global differences in mathematics such as:
·
the use
of different bases and mathematical procedures
·
differences in mathematical thinking
·
cultural differences in mathematics
·
ways in
which math education is affected by differing cultural norms
·
the
role of math in everyday life
Return to the
Math Education Page
For more
information contact Dr. Tim Whiteford at:
Last
updated June 17, 2012

