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
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
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
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
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
Additional information on assignments will be presented in class.
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 28th Numeracy and the four Operations
Monday, July 2 Lesson Planning
Tuesday, July 3 Sharing Interviews, reflections and lesson plan ideas
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.