التفاصيل البيبلوغرافية
| العنوان: |
Middle School Immigrant Students Developing Mathematical Reasoning in Spanish and English. |
| المؤلفون: |
McGraw, Rebecca, Rubinstein-Ávila, Eliane |
| المصدر: |
Bilingual Research Journal; 2007/2008, Vol. 31 Issue 1/2, p147-173, 27p |
| مصطلحات موضوعية: |
MATHEMATICS education (Middle school), REASONING, LIMITED English-proficient students, BILINGUAL students, BILINGUAL education, MEXICAN American students, LANGUAGE & education, LANGUAGE acquisition, MIXED languages, INTERLANGUAGE (Language learning), EDUCATION |
| مستخلص: |
Language is the means through which mathematics is learned and mathematical reasoning is developed and expressed. Students' development of mathematical knowledge is dependent upon their codevelopment of language competencies. This study sought to understand the intersection of language acquisition and mathematical reasoning in a multigrade, dual-language mathematics class- room. The focal research question was: In what ways do immigrant middle-school students use LI and L2 to communicate and to reason mathematically? The students who participated were first- and second-generation immigrants from Mexico. Data included (I) ethnographic field notes, (2), videotape and audiotape of small-group work, (3) interviews with the bilingual mathematics teacher, and (4) student work. Findings suggest that (I) nonroutine mathematical problem posing is useful for eliciting productive talk and encouraging reasoning; and (2) when given the opportunity, ELLs are likely to draw productively upon their linguistic resources in LI and L2 to support high-level mathematical reasoning. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
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