A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.

Contributor Notes

Nancy S. Roberts, nancy.roberts@ct.gov, teaches mathematics at Howell Cheney Technical High School in Manchester, Connecticut. She is interested in exploring strategies to teach mathematics to all learners.

Mary P. Truxaw, mary.truxaw@uconn.edu, is an associate professor in the Neag School of Education at the University of Connecticut in Storrs. She is interested in how discourse can support mathematical understanding, especially in linguistically diverse mathematics classrooms.

(Corresponding author is Roberts nancy.roberts@ct.gov)
(Corresponding author is Truxaw mary.truxaw@uconn.edu)
The Mathematics Teacher
Cover The Mathematics Teacher
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2013
Page Count:
7
Article Category:
Research Article
Print Publication Date:
01 Aug 2013
Online Publication Date:
Aug 2013
All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 0 0 0
PDF Downloads 0 0 0
EPUB Downloads 0 0 0