Mathematics ESOL Strategies
- Grace Hajj
- Oct 5, 2015
- 4 min read
Strategy 1: Using Manipulatives
ELD.K12.ELL.MA.1
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
MAFS.2.MD.4
Represent and interpret data.
This strategy allows you to use visuals to teach mathematical concepts to your students. The students are given a kinesthetic means to help make math more realistic and clear to them in ways beyond number on a page. Give the students poker chips or jellybeans to use for counting numbers, or provide them with actual shapes to hold and manipulate when learning about triangles, squares, etc. When talking about measurement, most ELLs will be familiar with the metric system, and it would be benefial to show them how we measure. Provide them with cups and rulers to learn how to measure hands-on.
Herrell, A. L., & Jordan, M. (2015). 50 Strategies for Teaching English Language Learners (5th ed.). N.p.: Pearson.
Strategy 2: Using Technology
ELD.K12.ELL.MA.1
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
MAFS.K.OA.1
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
English Language Learners need to be instructed on even the basics in math, since the concepts and functions are in a new language. Technology is a great way to teach even the simplest concepts, such as addition. Integrating technology into the classroom can be as simple as talking through using a calculator with the students ("The + sign means addition") and teaching them to work on their own, to using interactive games for the students to play and lean math in a more interesting way. The teacher can also use multiple online resources to demonstrate math to the class digitally. Technology is a universal concept that all ELLs should understand, and it helps to bridge the gap for students when learning.
http://www.colorincolorado.org/article/math-instruction-english-language-learners
Strategy 3: Vocabulary Banks
ELD.K12.ELL.MA.1
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
MAFS.K.MD.1
Describe and compare measurable attributes.
Because English Language Learners are getting used to the new language of mathematics, they need an ongoing tool to help them grasp concept names. Simply telling them once will not be effective in the long run to help them remember. Providing students with a chart that lists specific mathematical vocab words and concepts that will be used in the classroom will help them to keep track of what the teacher is referring to in the lesson. If these charts are also equipped with pictures to further describe concepts to the students, they will benefit even more and will obtain a full grasp of what is occurring in the lesson or in the class work. This is very helpful when discussing measurement.
http://www.scholastic.com/teachers/article/10-ways-help-ells-succeed-math
http://clayfreed.com/sharper/imagescf/T-38017_L.jpg
Strategy 4: Sorting Activities ELD.K12.ELL.MA.1
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
MAFS.1.MD.3.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Students learn how to break down and categorize mathematical concepts by using this technique. The best way for the teacher to introduce this is by first preparing the materials needed to sort terms in, such as a word wall or pocket charts. Then, tell the students they are going to be sorting the different terms into different categories, making sure they understand the concept of the lesson. The words can have pictures to go with them or they can stand alone. Watch the students as they place different terms into different categories and be sure they understand the general meaning of the lesson. This provides a visual way for the students to see what they are learning and keep track of their own progress.
Herrell, A. L., & Jordan, M. (2015). 50 Strategies for Teaching English Language Learners (5th ed.). N.p.: Pearson.
Strategy 5: Checking for Understanding
ELD.K12.ELL.MA.1
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
MAFS.1.OA.2.3
Apply properties of operations as strategies to add and subtract.
This strategy is beneficial in mathematics instruction because often times teachers may not know what the thought process of students is if they are just checking for right or wrong answers. Using this strategy enables the teacher organize and think out questions ahead of time, and then plan "everyone responds" activities where each student is included in the lesson and has to give input. The best way to ask effective questions is to be sure that you are holding good eye contact with your students and implementing appropriate wait time after each question. Having good body language is also necessary for an open atmosphere. It is also benefical to give students incetnives by rewarding them for correctly answered questions, and the to monitor their understanding of the lesson, such as different strategies of how to add and subtract, rather than one strategy.
Herrell, A. L., & Jordan, M. (2015). 50 Strategies for Teaching English Language Learners (5th ed.). N.p.: Pearson.
Strategy 6: Learning Strategy Instruction
ELD.K12.ELL.MA.1
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
MAFS.1.OA.1.2
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
When working through math problems, particulary word problems, it is important for students to know how to use effective strategies when applicable. To help teach these strategies, the teacher should match the strategies to the curriculum being presented, and then have students think about thei individual learning approaches and strengths. The teacher should model a strategy that would be helpful to the students with their particular problem, have the practice the strategy, and then discuss the strategy with the students, using visuals when necessary.
Herrell, A. L., & Jordan, M. (2015). 50 Strategies for Teaching English Language Learners (5th ed.). N.p.: Pearson.
Comments