Promoting Bilingual Mathematical Practices in a Classroom Through Modeling, Roller Coasters, and Discourse
Files
Academic Unit
College of Arts and Sciences
Publication Date
2020
Document Type
Book Chapter
Abstract
All mathematics teachers navigate between curriculum and the real, relatable world when teaching their students. In this chapter, we explore one teacher’s response to her school district’s demand that she teaches her bilingual students with project-based learning. Through action research, we investigate how the students engaged in the CCSS-M practice standards while also engaging in multi-language discourse, engineering, and mathematics by building model roller coasters. We conclude with guidelines for planning and assessment of mathematics projects as well as our insights and suggestions for doing mathematical modeling and discourse in a classroom where the students are bilingual but the teacher may not be.
ISBN
978-3-030-48354-8
Publisher
Palgrave Macmillian
City
Cham, Switzerland
Beginning Page Number
161
Last Page Number
181
DOI
https://doi.org/10.1007/978-3-030-48355-5_9
Recommended Citation
Thompson, Angela; Hale, Michelle; and Radosavljevic, Alexander, "Promoting Bilingual Mathematical Practices in a Classroom Through Modeling, Roller Coasters, and Discourse" (2020). Faculty Authors and Creators Reception. 218.
https://opus.govst.edu/fac/218
Description
Chapter 8: Promoting Bilingual Mathematical Practices in a Classroom Through Modeling, Roller Coasters, and Discourse in Teaching Mathematics to English Language Learners deOliveira, L. C.; Civil, M. (eds.)