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
The SMC Math Education web-site:
http://academics.smcvt.edu/twhiteford/Math/Math.htm
My Math Counts Too web-site:
http://academics.smcvt.edu/twhiteford/Math/Cultural%20Math/Their%20Math.htm
The Education Department Pages:
http://academics.smcvt.edu/twhiteford/index.htm
ESL website:
www.vermontesl.org
General Statement
This course will explore theories, ideas and practices for teaching
math to students who are English Language Learners at the pre-K – 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, 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 non-verbal 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
Principles for
Although the course will touch on all 16 of the Principles for
Vermont Educators, the following Principles will be addressed most
explicitly.
Principle #3 The educator understands how individuals and groups
differ and creates
Principle #4 The educator understands and uses a variety of
instructional strategies to
Principle #5 The educator creates a classroom climate that
encourages respect for self
Principle #8 The educator integrates students with disabilities into
appropriate learning
Principle #10 The educator understands conditions and actions which
would tend to
Principle #11 The educator works as a team member…..
Principle #12 The educator recognizes multiple influences on
students inside and outside
Course objectives
Students will construct an understanding of, and meaningful
connections between, each of the following with specific reference
to math education. Students will demonstrate:
AssAssignments and evaluation
1. Daily
reflections………………………..…..%30
2. WIDA-based Lesson plan
.................%30
3. A student
interview………………………...%30
4. Attendance and Participation ……… %10
Total……%100
Additional information on assignments will be presented in class.
Syllabus
Monday, June 25
Introductions and overview
Global Differences in Mathematics
Tuesday, June 26
The Math Curriculum, the Bridges Math Program
and the WIDA standards
Wednesday, June 27
Assessment and the Cultural math Interview (CMI)
Thursday, June 28^{th}
Numeracy and the four Operations
Monday, July 2
Lesson Planning
Tuesday, July 3
Sharing Interviews, reflections and lesson plan ideas
Syllabus notes:
Specific readings will be assigned for each day.
The syllabus is subject to minor changes.
The lesson plans will be due two weeks after the end of the course. |