Your Inner English Teacher

Gomez, Conrado; Kurz, Terri L.; Jimenez-Silva, Margarita

doi:10.5951/mathteacmiddscho.17.4.0238

Cited by 2 publications

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“…These indices of language difficulty include word frequency, word length, and sentence length, in addition to the overall length of the mathematical item, which is unique to mathematics word problems. Elsewhere (see, e.g., Gómez, Kurz, & Jimenez-Silva, 2011), we have provided a practice-based guide for adapting mathematics word problems for ELLs taking into account these described challenges. Adapting by simplifying the language of the text does not distort nor dilute the content concepts (Echevarria, Vogt, & Short, 2008).…”

Section: Word Problems and Ellsmentioning

confidence: 99%

Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs

Kurz

Gomez

Jimenez-Silva

2017

Journal of Urban Mathematics Education

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In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations are identified: language adaptations, mathematical adaptations, tool/visual adaptations, and structural adaptations. The authors conclude that the framework was successful in helping preservice teachers learn about adapting curriculum by interacting with ELLs. Implications for teacher education are discussed.

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Section: Word Problems and Ellsmentioning

confidence: 99%