Elementary math chat is a weekly math chat where participants come to discuss best practices, examine student work, explore routines for reasoning and research that guides and supports pedagogy centered on problem and student based learning.
Hello! My name is Christina and I am a student at Kent State University majoring in Mild/Moderate Special Education. Excited for this chat!! #elemmathchat@barbersclass#barbersclass
A1: I think the greatest challenge in supporting English Language Learners in the mathematics classroom could be the decimal point system. #elemmathchat#barbersclass@barbersclass
A1 I don't have Ss who are ELL, but I do have Ss with disabilities. Early language development is always a barrier. Similar with Ss who are ELL - language symantics are hard! #ElemMathChat
It feels challenging to build Ss confidence enough for them to want to share their mathematical thinking when it is difficult for them to communicate in English #elemmathchat
A1: I think it has to be vocabulary. Academic and otherwise. A lot of times, ss don't get the gist of the problem/situation because they misunderstand certain words that might be false cognates or they just don't know their meaning. #elemmathchat
A1: For us, it is access to mathematical vocabulary. Many people say numbers are universal, however, since most of math requires being able to solve word problems, many ELLs struggle. #elemmathchat
A1
English Language Learners require more time to construct an understanding on any given concept.
It takes time to really construct meaning!
#elemmathchat
A1: I think that we make a lot of assumptions about how math is taught in other countries. Students may have math abilities that exceed what they can articulate #ElemMathChat@MathCoachLuster
I completely agree!! Academic vocabulary is like learning a new language for a lot of our students, not only our ELL's. They are not exposed to it at home (oftentimes) and it is our responsibility to make it accessible to them! #elemmathchat
A2 I support Ts and their ELL learners by using a close read strategy for reading problems. Multiple reads focusing on different things ie. content, vocabulary, etc #elemmathchat
A2: We have explicit content area vocabulary instruction during every lesson. Visual representations are provided, and students use new words repeatedly throughout the lesson orally and in writing. #elemmathchat
A2: I think we need to be very intentional about providing opportunities for students to experience math and connect it to the academic vocabulary. Multiple opportunities to communicate their thinking to one another in the classroom. Make math tangible. #elemmathchat
A2: Emphasis of vocab, giving time for Ss to talk in small groups so they can clarify/ask each other questions/practice speaking w/out feeling embarrassed #elemmathchat
Yes! This can be an issue with all students. Working in a high poverty school with a high ELL population, many of our students have a hard time relating to the contexts in word problems. We have to help by building background for them to understand the problems. #elemmathchat
#elemmathchat
A1. We use a lot of visuals, concrete materials, whole brain teaching, partner shares, picture vocab cards, anchor charts and having someone who speaks fluent Spanish really helps.
A2 Knowing our ELLs’ proficiency level ahead of time will support us in crafting queries that can improve our ELLs’ responses and and their English. #elemmathchat
A2 I support Ts and their ELL learners by using a close read strategy for reading problems. Multiple reads focusing on different things ie. content, vocabulary, etc #elemmathchat
A2: I think we need to be very intentional about providing opportunities for students to experience math and connect it to the academic vocabulary. Multiple opportunities to communicate their thinking to one another in the classroom. Make math tangible. #elemmathchat
A2 I’ve shown videos to help Ss understand context, like a mini social studies lesson. In the Midwest all my Ss need help understanding things like scuba diving #ElemMathChat
A2 I also encourage you Ss to draw out what they are thinking and use their models (bar models more specially) to move beyond confusing context #ElemMathChat
A2: explicit instruction of vocab and root words benefits all. Frayed model, make a vocab book, act out scenarios and problems constant visuals and multiple representations #ElemMathChat
a2 I plan for making real world connections to vocabulary and ideas. Often there are conversational uses of words and math uses of words. Discussing root word, prefixes and suffixes is beneficial too. Using frayer models is helpful too! https://t.co/bt1ProCAgB#ElemMathChat
A3: Explicit vocabulary instruction is key. We also provide a lot of visuals and hands on experiences. Sentence stems to support academic discourse is also helpful. #elemmathchat
A3: Like many have mentioned, a lot of visuals, simplified definitions, anchor charts. I also think that using peer tutoring while encouraging them to use their L1 when needed in their interactions helps make the necessary connections. #elemmathchat
If you are a MS teacher Open UP Resources @IllustrateMath is wonderful! It has built in support and activities for students who are ELL or struggle with language. I am excited to be using it next year! #ElemMathChat
A2: explicit instruction of vocab and root words benefits all. Frayed model, make a vocab book, act out scenarios and problems constant visuals and multiple representations #ElemMathChat
A2. Definitely having multiple opportunities to interact with word problems, using TPR & realia, clarifying vocab., using sentence frames, differentiating questions by proficiency, using partners, and word banks. #ElemMathChat
Absolutely! I love that you mentioned sentence frames. That provides them with practice with new vocabulary. Also, providing alternative ways for them to show their thinking/learning when they can't express it in words....YET #elemmathchat
We have been using Interactive Word Walls in Science along with setnece stems and I am super excited to push this practice into more math units next year!! #elemmathchat
Being able to find a nonexample shows a higher level of understanding. Whenever students use compare/contrast they are using higher cognitive demands!! #elemmathchat
A4: Some strategies can include using visuals and practicing with an organizer sheet made by me! Or even having pre and posts test on the words. #elemmathchat#barbersclass@barbersclass
A4: love @dr_aquagirl ‘s and @Seidlitz_Ed suggestions for making a student-generated “scholarly word wall” to highlight academic vocabulary #elemmathchat
New role in district as of Feb. so right now we are taking on cycles as people are requesting them. And then we sit down with T to look at standards, where they are in the curriculum, and what their goals are for students #elemMathchat
A4 Intructional routines are a great way to introduce and model vocabulary. When we are talking with conversational tactics the vocabulary become intrinsic #ElemMathChat
A5: I think the Notice/Wonder strategy is good with ELLs esp. if you can get them talking. This helps you to better identify their understanding as well as their misconceptions #elemmathchat
A5: We use the 7 step vocabulary instruction strategy from this book by Margarita Calderon. This has helped with building vocabulary for all students which impacts mathematical understanding. #elemmathchat
A5: Number talks have also helped this school year. Students are becoming more comfortable sharing strategies in class and can always mimic strategies that their peers are sharing. #elemmathchat
A5 Good inquiry based, discourse rich tasks that are low floor high ceiling flawlessly and seemingly effortlessly remove barriers for all. I think this is the best Universal Design for Learning strategy that there is! #ElemMathChat
A5: I think the Notice/Wonder strategy is good with ELLs esp. if you can get them talking. This helps you to better identify their understanding as well as their misconceptions #elemmathchat
A5 Monitoring student talk will ensure that all ELLs have the opportunity to engage in mathematical discourse and in return tchrs will have a window into their thinking #elemmathchat
Picture talks elicit prior knowledge. I want to extend my own knowledge to explore the idea of Bansho that was featured in the latest @TCM_at_NCTM#elemmathchat
A5: I think number talks provide students, including ELL's with opportunities to "see" other students' thinking (when represented by the lead learner) and learn from each other. They learn the mathematical thinking and how to express it. #elemmathchat
A5: I can't say what would be the most effective since I'm a preservice teacher...but...I would think formative assessment and direct instruction. #elemmathchat@barbersclass#barbersclass
I read an article on this method about 8-9 years ago and was intrigued. I was glad to see it resurface because the discourse surrounding efficiency of strategy usage will help build undertsanding for sure! #elemmathchat
Picture talks elicit prior knowledge. I want to extend my own knowledge to explore the idea of Bansho that was featured in the latest @TCM_at_NCTM#elemmathchat
I envision using in middle of concept development 2 see where ss are in thinking & 2 elicit new/revised thinking about vocabulary words & how they relate to one another. Essentially you give ss list of words & they have to divide into groups and figure out a title #elemMathchat
A5 Using manipulatives/drawings to provide fodder for student discourse. Seeing the math in that way often supports the developing language. I like to think of concrete tools as the realia of math. #elemmathchat
We have an excellent session this summer during Mathify that will highlight many instructional strategies including the 3 Reads strategy to help Build Academic Language in Math!
Yes! And I went to a session on this concept at the last @TmathC that was intriguing! I want to help ts become more intential with all of their moves #elemMathchat
A1: One of the biggest struggles of supporting ELLS in mathematics is the academic vocabulary. Good TPR, sentence stems, Word Walls, and formative assessment can help! Students also need a variety of experiences with these to deeply understand these! #ElemMathChat
A4. Sentence stems differentiated by proficiency levels are an excellent way to scaffold the use of language. Sentence frames and stems should progressively change as the students proficiency level increases.
A4. Co-constructed word banks allow students to identify vocabulary that contributes to their understanding. Teachers must allow students to select words they need more support with, meanwhile also identifying vocabulary that is content based.
A5: I prefer to find great tasks than to make them. Some of my favorites come from @IllustrateMath. They even provide commentary of each task to help anticipate student thinking. #elemmathchat
We have an excellent session this summer during Mathify that will highlight many instructional strategies including the 3 Reads strategy to help Build Academic Language in Math!
A6 present scenarios with no question. Lead a #noticewonder and Ss will identify questions to pursue, have group work time and whole group scaffolded discussions #ElemMathChat
A6: In order to create tasks with multiple entry points I would make sure there is an opportunity for collaboration and feedback. #elemmathchat@barbersclass#barberslcass
A7 Getting my MS in Elementary Math Specialist was best training. I find the PLC and support I find here with my #ElemMathChat friends is also bombdiggity!
Yes, so much more than numbers. Students have become better communicators, are more open to share strategies, and have become academic risk takers. Can't be happier that we implemented Number Talks this year. #elemmathchat
A7. Mathematical Thinking & Communication Access for English Learners, 7 steps to Language-Rich Interactive Classroom @JohnSeidlitz, Unlocking English Learners Potential @DStaehrFenner#elemmathchat
Yes, so much more than numbers. Students have become better communicators, are more open to share strategies, and have become academic risk takers. Can't be happier that we implemented Number Talks this year. #elemmathchat
This hour always go by wayyyyy to fast! Thank you to everyone for sharing your expertise and experience with us all. Please feel free to keep the conversation going !! #elemmathchat
