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Oakes, J. (1988). Tracking in mathematics and science education: A structural contribution to unequal schooling. In Weis, L. (Ed.), Class, race, & gender in American education (106-125). Albany, NY: State University of New York Press.

Puttick, G.M, Bodwell, M.B., & Wright, T.M. (2000). Teaching and learning science and mathematics in diverse classrooms: A resource for collaboration and discussion. Providence, RI: The LAB and Brown University, Cheche Konnen Center, TERC.

Austin, T., & Fraser-Abder, P. (1995). Mentoring mathematics and science preservice teachers for urban bilingual classrooms. Education and Urban Society, 28(1), 67-89.

CESAME Investigations Math Website. retrieved from http://www.lab.brown.edu/investigations.

Crowley, M.L. (1993). Student mathematics portfolio: More than a display case. Mathematics Teacher, 86(7), 544-547.

Cuevas, G. (1990). Increasing the achievement and participation of language minority students in mathematics education. In Cooney, T. & Hirsch, C. (Eds.), Teaching and learning mathematics in the 1990s. National Council on the Teaching of Mathematics Yearbook.

Garrison, L. (1997). Naking the NCTM’s standards: Work for emergent English speakers. Teaching Children Mathematics, pp.132-138.

Huang, G.G. (2000). Mathematics achievement by immigrant children: A comparison of five English speaking countries. Education Policy Analysis Archives, 8(5). Retrieved from http://www.epaa.asu.edu/epaa/v8n25.

Jarrett, D. (1999). The inclusive classroom: Teaching mathematics and science to English language learners. Retrieved from http://nwrel.org/msec/just_good/8/index.html.

Lockwood, K. (n.d.). Limited English proficiency students and mathematics: An annotated bibliography. Retrieved from http://www.mathforum.com/~sarah/Discussion.Sessions/biblio.bilingual.html.

Northwest Regional Educational Laboratory, (1999). Teaching mathematics and science to English language learners. Retrieved from http://www.nwrel.org/msec/just_good/8/index.html

Oakes, J. (1988). Tracking in mathematics and science education: A structural contribution to unequal schooling. In Weis, L. (Ed.), Class, race, & gender in American education, 106-125. Albany, NY: State University of New York Press.

Secada, W.G. & Carey, D.A. (1993). Teaching mathematics with understanding to limited English proficient students. ERIC Clearinghouse on Urban Education Digest, No. 70, EDO-UD-91-0.

Carr, J,, Carroll, C., Cremer, S., Gale, M., Lagunoff, R., & Sexton, U. (2009). Making mathematics accessible to English learners. San Francisco: WestEd.

Coggins, D. (2007). English language learners in the mathematics classroom. Thousand Oaks, CA: Corwin Press.

Johnson, A. (2010). Teaching mathematics to culturally and linguistically diverse learners. Upper Saddle River, NJ: Pearson Education.

Leonard, J. (2008). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. New York, NY: Routledge.

Thompson, D., Kersaint, G., Richards, J., Hunsader, P., & Rubenstein, R. (2008). Mathematical literacy: Helping students make meaning in the middle grades. Portsmouth, NH: Heinemann.

Ernst-Slavit, G. & Slavit, D. (2007). Educational reform, mathematics, & diverse learners: Meeting the needs of all students. Multicultural Education, 14(4), pp. 20-27.

Anstrom, K. (1999). Preparing secondary education teachers to work with English language learners: Mathematics. Washington D. C.: National Clearninghouse for Bilingual Education. http://www.ncela.gwu.edu/ncbepubs/resource/ells/math.htm

Black, C. and Huerta, M.G. (1994). Teacher insights: The use of langauge functions in mathematical group games.
http://www.ncela.gwu.edu/pubs/nabe/brj/v18/18_34_black.pdf

Bresser, R. (2003). Helping English language learners develop computational fluency. Teaching Children Mathematics. February, 294-299.

Buchanan, K. and Helman, M. (1993). Reforming mathematics instruction for ESL literacy students. http://www.ncela.gwu.edu/pubs/pigs/pig15.htm

Campbell, A., Adams, V., Davis, G. (2007). Cognitive Demands and Second-Language Learners: A Framework for Analyzing Mathematics Instructional Contexts. Mathematical Thinking and Learning 9(1), 3-30.

Celedon-Pattichis, S. (2004). Rethinking policies and procedures for placing English language learners in mathematics. NABE Journal of Reseach and Practice, 2(1).

Clement, L. L. (2004). A model for uderstanding, using, and connecting representations. Teaching children mathematics, September, 97-102. Buchanan, K. and Helman, M. (1993). Reforming mathematics instruction for ESL literacy students. http://www.ncela.gwu.edu/pubs/pigs/pig15.htm

Cuevas, G. J. (1984). Mathematics learning in English as a second language. Journal for research in mathematics education, 15(21), 134-144.

Dalton, S. and Sisson, J. (1995). Enacting instructional conversation with Spansih speaking students in middle school mathematics. ming mathematics instruction for ESL literacy students. http://www.ncela.gwu.edu/pubs/ncrcdsll/rr12/index.htm

Gutiérrez, R. (1999). Advancing Urban Latina/o Youth in Mathematics: Lessons from an Effective High School Mathematics Department. The Urban Review, 31(3), 263-281.

Helwig, R., et al. (1999). Reading as an access to mathematics problem solving on multiple choice tests for sixth grade students. The journal of education research, 9(2), 113-125.

Henderson, R. W. and Landesman, E. M. (1992). Mathematics and middle school students of Mexican descent: The effects of thematically integrated instruction.
http://www.ncela.gwu.edu/pubs/ncrcdsll/rr5.htm

Irujo, S. (2007). So just what is the academic language of mathematics? The ELL Outlook, (6)3, May-June.
http://www.coursecrafters.com/ELL-Outlook/index.html

Irujo, S. (2007). Teaching math to English language learners: Can research help? The ELL Outlook, (6)2, Marh-April.
http://www.coursecrafters.com/ELL-Outlook/index.html

Kelly, G., Kennedy, T., Eberhardt, M., Austin, L. (2002). Learning Spanish While Practicing Mathematics Concepts and Skills: A Winning Combination. Teaching Children Mathematics, 141-147.

Khisty, L. L. (1993). A naturalistic look at language factors in mathematics teaching in bilingual classrooms.
http://www.ncela.gwu.edu/pubs/symposia/third/khisty.htm

Leon, R. (1994). The effects of the presence of extraneous information in mathematical word problems on the performance of hispanic learning disabled students. 
http://www.ncela.gwu.edu/pubs/nysabe/vol9/mathprob.htm

Martiniello, M. (2008). Language and the Performance of English-Language Learners in Math Word Problems. Harvard Educational Review, 78(2), 333-368.

Mather, J. R. C. & Chiodo, J. (1994). A mathematical problem: How do we teach mathematics to LEP elementary students.  
http://www.ncela.gwu.edu/pubs/jeilms/vol13/math13.htm

Miller, D. L. (1993). Making the connection with language. Arithmetic Teacher, 40(6), 311-317. 

Monroe, E. E. & Orme, M. P. (2002). Developing mathematical vocabulary. Preventing School Failure, 46(3), 139-142.  

Moschkovich, J. (2002), A Situated and Sociocultural Perspective on Bilingual Mathematics Learners. Mathematical Thinking and Learning, 4(2&3), 189-212.

Nasir, N., Hand, V., Taylor, E. (2008). Culture and Mathematics in School: Boundaries Between “Cultural” and “Domain” Knowledge in the Mathematics Classroom and Beyond. Review of Research in Education, Vol. 32, 187-240.

Padron, Y. N. & Waxman, H. C. (1993). Teaching and learning risks associated with limited cognitive mastery in science and mathematics for LEP students.    
http://www.ncela.gwu.edu/pubs/symposia/third/padron.htm

Raborn, D. (1995). Mathematics for students with learning disabilities from language minority backgrounds: Recommendations for teaching.  http://www.ncela.gwu.edu/pubs/nysabe/vol10/nysabe104.htm

Radford, L., Netten, J. & Duquette, G. (1997). Developing target second langauge skills through problem solving activities in mathematics.   http://www.ncela.gwu.edu/pubs/nysabe/vol12/nysabe125.pdf

Reyhner, J. & Davison, D. M. (1993). Improving mathematics and science instruction for LEP middle and high school students through langauge activities. Third National Research Symposium on Limited English Proficient Student Issues: Focus on Middle and High School Issues.   http://www.ncela.gwu.edu/pubs/sympoia/third/reyhner.htm

Rubenstein, R. N. & Thompson, D. R. (2002). Understanding and supporting childern’s mathematical vocabulary development. Teaching Children Mathematical, 9 (2), 107-112.

Secada, W. G. (1998). School mathematics for langauge enriched pupils. http://www.ncela.gwu.edu/pubs/florida/workforce98/secada/mathematics.htm

Secada, W., Carey, D. & Schucher, R. (1989). Innovative strategies for teaching mathematics to Limited English Proficient students. 
http://www.ncela.gwu.edu/pubs/classics/pig/10math.htm

Slavit, D. & Ernst-Slavit, G. (2007). Teaching mathematics and English to English language learners simultaneously. Middle School Journal 39(2), 4-11.   http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/November2007/
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Spanos, G. (1993). ESL math and science for high school students: Two case studies.
http://www.ncela.gwu.edu/pubs/symposia/third/spanos.htm

Stephens, A. C. (2003). Another look at word problems. Mathematics Teacher, 96(1), 63-66.

Thompson, D. R. & Rubenstein, R. N. (2000). Learning mathematics vocabulary: Potential pitfalls and instructional strategies. Mathematics Teacher, 93(7), 568-74.