Change in Emergent Multilingual Learners' Mathematical Communication: Attending to Language Use and Needs

Autor/inn/en	Horak Smith, Kathy; Silva, Cecilia; Weinburgh, Molly H.; Jones, Natalie Smith; Riggs, Beth
Titel	Change in Emergent Multilingual Learners' Mathematical Communication: Attending to Language Use and Needs
Quelle	In: Electronic Journal for Research in Science & Mathematics Education, 27 (2023) 2, S.81-98 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Multilingualism; English Language Learners; Mathematics Education; Language Usage; Elementary School Students; Middle School Students; Grade 5; Grade 8; Attitude Change; Mathematics Tests; Scores; Academic Language; Mathematics Instruction; Teaching Methods; Communication Skills; Constructivism (Learning); Texas + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Mathematische Bildung; Sprachgebrauch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Attitudinal change; Einstellungsänderung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kommunikationsstil
Abstract	Part of learning a new discipline is learning the language used in the discipline. For mathematics, emergent multilingual learners (EML) must learn English and mathematical symbols in order to make meaning and communicate. The mathematics community's understanding of communication is complex and includes the use of natural language, incorporation of representations (mathematical symbols and visuals), and manipulation of tools and technology. In our research, we use this notion of communication as we examine the way students think about their abilities to communicate in and about mathematics. We specifically ask: (1) How do fifth- and eighth-grade EMLs change in their understanding of mathematics communication with intentional instruction as captured on the Mathematics Communication Inventory (MCI) composite scores? (2) If there is change, how do fifth- and eighth-grade EMLs' scores compare? (3) How does the use of academic language to communicate in mathematics change over time for EMLs with intentional instruction? Two groups of students (15 fifth and 17 eighth graders) enrolled in a newcomers' program informed this research. Data were collected using an open-ended pre- and post-writing assessment. The results strongly suggest that students began to recognize the extent to which they used mathematics for communication, after explicit instruction, to reveal modes of communication in mathematics that are easily and constantly used by students. The change over time was different for the two age groups for total words/symbols and unique words. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01