| Autor: |
Brown, Clara Lee, Cady, Jo Ann, Lubinski, Cheryl A. |
| Zdroj: |
Mapping Equity & Quality in Mathematics Education; 2011, p393-406, 14p |
| Abstrakt: |
This chapter acknowledges that access to mathematics plays a role in potential earnings and that this access is closed to English language learners (ELLs) and to students living in poverty. We provided evidence that poverty, academic language development, and discourse diversities are intertwined and cannot be easily separated when it comes to mathematical achievement. In fact, evidence is provided to suggest that English-speaking students living in poverty may be more severely impacted by discourse diversities and academic language development than ELLs. Even the discourse practices espoused by reform curricula can have a negative influence on the achievement of students in poverty. The authors suggest a pedagogical approach, such as Cognitively Guided Instruction, to aid both ELLs and students in poverty because of its focus on identifying and using what students already know to plan instruction and its focus on developing mathematical language through negotiation and discussion of students΄ thinking. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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