Supplement for Curriculum Guide for Mathematics: Spanish-Speaking Students, Grades 2-3 = Supplemento de la guia didactica de matematicas para los estudiantes de habla hispana, segundo y tercer grados. Field Test.

Institution	Chicago Board of Education, IL.
Titel	Supplement for Curriculum Guide for Mathematics: Spanish-Speaking Students, Grades 2-3 = Supplemento de la guia didactica de matematicas para los estudiantes de habla hispana, segundo y tercer grados. Field Test.
Quelle	(1981), (102 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Bilingual Instructional Materials; Cultural Differences; Curriculum Guides; Elementary School Mathematics; Grade 2; Grade 3; Learning Activities; Mathematics Curriculum; Primary Education; Spanish Speaking; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kultureller Unterschied; Curriculare Materialien; Elementare Mathematik; Schulmathematik; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Lernaktivität; Primarbereich; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A contrastive analysis approach is used in this supplementary math curriculum guide for Spanish-speaking second and third grade students in Chicago public schools. Lessons are presented for those objectives for which the instructional strategies used in the United States differ from those used in Spanish-speaking countries. (Objectives for which the methodology is the same are taught from the standard math curriculum.) Every lesson has four parts: (1) an explanation of the differences in instructional strategies used in Spanish-speaking countries and the U.S.; (2) a student activity, in Spanish, to reinforce students' skills in using their native language and methodologies; (3) suggestions for facilitating students' transition from their native methodology to the U.S. methodology; and (4) a transitional activity which provides students with practice in solving problems using both methodologies and languages. Major topics covered are place value, operations with whole numbers, and measurement. An English-Spanish vocabulary list is provided. (CMG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01