Teaching English Language Learners (ELLs) Mathematics in Early Childhood

Lee, Joohi; Lee, Young Ah; Amaro-Jiménez, Carla

doi:10.1080/00094056.2011.10523187

Cited by 14 publications

(21 citation statements)

References 7 publications

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“…Lower SES children show less proficiency in mathematics than do their middle class peers, particularly when metacognition is required. In addition, for children whose first language is not English, math could pose a challenge (Lee et al 2011). Therefore, it is recommended for future researchers to consider how these two factors influence children's abilities to count and make quantitative comparisons.…”

Section: Discussionmentioning

confidence: 99%

Investigating Children’s Abilities to Count and Make Quantitative Comparisons

Lee

Md-Yunus

2015

Early Childhood Educ J

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This study was designed to investigate children's abilities to count and make quantitative comparisons. In addition, this study utilized reasoning questions (i.e., how did you know?). Thirty-four preschoolers, mean age 4.5 years old, participated in the study. According to the results, 89 % of the children (n = 30) were able to do rote counting and 70 % (n = 24) were able to do rational counting. When children were asked how they knew how many objects were in a set, 30 responded that they used a counting strategy. Sixty-five percent of children (n = 22) answered ''zero'' when no block was given and 21 children answered ''nothing'' when they were asked what zero meant to them. About quantitative comparisons, 65 % of children (n = 22) answered correctly when they were asked more and less questions.

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Section: Discussionmentioning

confidence: 99%

Investigating Children’s Abilities to Count and Make Quantitative Comparisons

Lee

Md-Yunus

2015

Early Childhood Educ J

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“…English language learners also benefit from the think-aloud process, using their own native language. This think-aloud time allows English language learners to organize their thoughts using their own language and make sense of the problem (Lee et al, 2011).…”

Section: Think-aloudmentioning

confidence: 99%

“Oh, I just had it in my head”: Promoting mathematical communications in early childhood

Lee

2015

Contemporary Issues in Early Childhood

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“…Regardless, these new strategies Allen was developing evidences of changes in his ability to access multiple reasoning strategies elicited through access of the mathematical concepts in the task. This shift in how Allen is both utilizing mathematical language and accessing the mathematical concepts suggests the changes made to the tasks to be more culturally relevant were effective, thus supporting the idea that teachers need to be culturally relevant in their mathematics instruction and intervention [29][30][31][32][33][34][35].…”

Section: Examples Of Task Design That Allowed Allen Equal Access To Mmentioning

confidence: 99%

“…Culturally responsive teachers connect mathematical concepts by connecting contexts with students' experiences and cultures [29][30][31][32], as we will further argue through our conceptual framework. This connection between home and school languages and cultures could include, but is not limited to, introducing contexts in mathematic word problems that are culture specific to students through the use of media (e.g., images or videos) or by exchanging unfamiliar contexts with a context that is more relevant to the students' personal or cultural experiences.…”

Section: Cultural Perceptions In Mathematicsmentioning

confidence: 99%

Mathematics Intervention Supporting Allen, a Latino EL: A Case Study

2017

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This research discusses a single case study of a first-grade Latino English Learner (EL) student, Allen (pseudonym), from a larger inquiry-based intervention on inversion and mental reversibility development. The purpose of this case study was to develop a better understanding of the relationship between Allen's English language proficiency and his ability to solve inversion and compensation mathematics tasks. The integration of multiple paradigms confronting radical constructivism and sociocultural theory of learning via culturally relevant pedagogy provided us with a multi-faceted set of perspectives in understanding the interconnection between Allen's cultural and linguistic background and his development of algebraic reasoning. Through conceptual and retrospective analyses, we found that Allen's language features are highly correlated with the development of his thinking strategies and his ability to solve mathematics tasks. Implications of this study include the development of teaching strategies that address critical issues in mathematics, such as the individual differences of learners, specifically ELs from Latino background. We suggest further research is needed in the field of language acquisition and access to STEM related concepts.

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Teaching English Language Learners (ELLs) Mathematics in Early Childhood

Cited by 14 publications

References 7 publications

Investigating Children’s Abilities to Count and Make Quantitative Comparisons

Investigating Children’s Abilities to Count and Make Quantitative Comparisons

“Oh, I just had it in my head”: Promoting mathematical communications in early childhood

Mathematics Intervention Supporting Allen, a Latino EL: A Case Study

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