This google slide show will be used by third grade teachers with their students as a numeracy routine. Students should be given time to notice and wonder about each slide. Students then engage in discourse to tell whether they believe the math presented is a fact (true) or a fib (false) and why.
This google slide show will be used by third grade teachers with their students as a numeracy routine. Students should be given time to notice and wonder about each slide. Students then engage in discourse to tell whether they believe the math presented is a fact (true) or a fib (false) and why.
This google slide show will be used by third grade teachers with their students as a numeracy routine. Students should be given time to notice and wonder about each slide. Students then engage in discourse to find which two statements are mathematically correct and which one is not.
This google slide show will be used by fourth grade teachers with their students as a numeracy routine. Students should be given time to notice and wonder about each slide. Students then engage in discourse to find what is the same and different mathematically about the given images.
This paper makes recommendations for developing mathematics instruction for English Language Learners (ELLs) aligned with the Common Core State Standards. The recommendations can guide teachers, curriculum developers, and teacher educators as they develop their own ways of supporting mathematical reasoning and sense-making for ELLs.Some instructional recommendations discussed in the paper include: Focus on ELL students' mathematical reasoning, not the correctness of their mathematical language use. Shift to a focus on mathematical discourse practices; move away from simplified views of language. Support ELL students as they engage in complex mathematical language. Use ELL students' language and experiences as resources. Provide professional development to enhance teachers' awareness of ways to support ELs as they develop both language and mathematical knowledge.