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1 | (8) |
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2 | (1) |
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3 | (4) |
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7 | (2) |
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2 Preparing Mathematics Preservice Teachers for Teaching Emergent Bilinguals Through Concurrent Intervention |
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9 | (18) |
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Culturally Responsive Teaching in Mathematics |
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11 | (1) |
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12 | (3) |
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Implementing Culturally Responsive Teaching Strategies |
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15 | (7) |
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15 | (4) |
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19 | (2) |
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21 | (1) |
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Discussions and Implications |
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22 | (2) |
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24 | (3) |
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3 Redesigning a Statistics Literacy Course to Help Prepare Pre-service Teachers to Teach (Statistics to) English Language Learners |
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27 | (20) |
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27 | (1) |
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28 | (1) |
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29 | (1) |
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Strategies Used and Modeled |
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30 | (11) |
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30 | (3) |
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33 | (1) |
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Sentence/Paragraph-Level Strategies |
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34 | (2) |
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Culturally Relevant Context |
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36 | (1) |
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Thinking Like a Statistician |
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37 | (3) |
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40 | (1) |
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41 | (1) |
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42 | (5) |
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4 Designing Professional Development to Support Teachers' Productive Beliefs, Knowledge, and Practices for Teaching Mathematics to English Language Learners |
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47 | (26) |
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Teachers' Productive Beliefs, Knowledge, and Practices |
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48 | (2) |
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50 | (1) |
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51 | (11) |
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54 | (8) |
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62 | (4) |
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66 | (1) |
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66 | (2) |
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68 | (5) |
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5 Improving Algebra Teachers' Ability to Factor in Language: Complementary Expertise in Action |
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73 | (20) |
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74 | (2) |
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Teaching Mathematics to ELLs |
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76 | (3) |
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Participants and Their School |
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79 | (2) |
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The Professional Development Program |
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81 | (2) |
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Teaching Practices Before and After the PD |
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83 | (2) |
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85 | (4) |
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(Re)Structuring Classroom Activity |
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86 | (1) |
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87 | (1) |
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Increased Attention to Language |
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88 | (1) |
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89 | (1) |
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90 | (3) |
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6 Exploring Professional Development Utilizing Questioning and Effective Mathematics Instruction for Multilingual Students |
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93 | (30) |
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Questioning and Multilingual Principles |
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94 | (4) |
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95 | (1) |
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Four Principles for Effective Mathematics Instruction for Multilingual Students |
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95 | (3) |
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98 | (5) |
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98 | (1) |
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98 | (1) |
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99 | (1) |
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99 | (1) |
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Overview of the Professional Development |
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100 | (3) |
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Illustrations of Principles and Questioning in PD |
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103 | (11) |
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PD#1--Principle 1: Funds of Knowledge |
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103 | (3) |
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PD#2--Principle 3: Language-Rich Opportunities |
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106 | (3) |
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PD#2--Principle 4: Academic Language Demands |
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109 | (3) |
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PD#3--Principle 2: Cognitively Demanding Tasks |
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112 | (2) |
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114 | (3) |
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117 | (6) |
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7 Engaging ELLs in Mathematics Learning Through Meaning-Making Activities |
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123 | (20) |
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Framing the Issue: Dialogic Teaching and Learning |
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125 | (3) |
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127 | (1) |
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128 | (1) |
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Context 1: "Topic in Algebra" Sheltered Course |
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128 | (3) |
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Context #2: "Algebra I" Sheltered Course |
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131 | (4) |
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Content #3--Geometry Mainstream Course |
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135 | (5) |
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Implications for Practice and Teacher Education |
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139 | (1) |
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140 | (3) |
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8 Functional Language Awareness in Secondary Mathematics Classrooms |
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143 | (18) |
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144 | (7) |
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147 | (2) |
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FLA as a Tool for Teachers |
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149 | (1) |
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Discourse Analysis: A Tool for Looking at Language in the Classroom |
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150 | (1) |
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150 | (1) |
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151 | (6) |
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Defining in the Classroom |
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152 | (1) |
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Example Li Anal! and Mari defining |
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152 | (3) |
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Explaining as a Key Step in Problem-Solving |
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155 | (1) |
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Example 2: Ricardo, Kim, and Dan explaining slope |
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155 | (2) |
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157 | (1) |
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158 | (3) |
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9 Promoting Bilingual Mathematical Practices in a Classroom Through Modeling, Roller Coasters, and Discourse |
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161 | (22) |
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163 | (5) |
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163 | (1) |
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163 | (1) |
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164 | (1) |
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Data Collection and Description of the Project |
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165 | (3) |
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168 | (3) |
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168 | (1) |
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169 | (1) |
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169 | (1) |
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170 | (1) |
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171 | (5) |
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Mapping Data to Practice Standards |
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171 | (5) |
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176 | (3) |
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176 | (2) |
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178 | (1) |
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179 | (1) |
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180 | (3) |
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10 What Informs Their Practice? Reflections on In-Service Teacher Education and Prior Experiences for the Teaching of Mathematics to ELLs |
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183 | (22) |
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Developing the Language of Mathematics |
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185 | (1) |
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Professional Development in Mathematics Education |
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186 | (2) |
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188 | (3) |
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Data Collection and Analysis |
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189 | (2) |
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191 | (4) |
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191 | (2) |
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193 | (2) |
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195 | (6) |
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In-School Professional Development |
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195 | (2) |
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Realities in the Classroom |
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197 | (4) |
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201 | (1) |
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202 | (3) |
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11 Shifting the Mathematics Learning Culture for ELL Students at "The Most Diverse High School in the United States" |
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205 | (18) |
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History of School: Demographics and Surrounding Community |
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206 | (2) |
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The Mathematics Department During Turnaround |
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208 | (1) |
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Increasing Expectations for Language Learners |
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209 | (1) |
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Planning and Collaboration Structures |
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210 | (1) |
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Ineffective Assessments with Resulting Unresponsive Instruction |
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211 | (1) |
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Unresponsive and Ineffective Student Support System |
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212 | (2) |
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Reflections From School Educators |
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214 | (4) |
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218 | (2) |
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220 | (3) |
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12 Feedback and Assessment for Emerging Bilinguals in Secondary Mathematics: A Case Study of Written Feedback |
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223 | (18) |
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224 | (2) |
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226 | (2) |
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228 | (2) |
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"Couldn't Ask for Better Students" |
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228 | (1) |
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229 | (1) |
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230 | (2) |
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Language Recommendations for Anthony and Callie |
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232 | (3) |
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General Language Recommendations |
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235 | (3) |
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238 | (1) |
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238 | (3) |
| Index |
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241 | |
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