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Challenges of Instructing Secondary English Language Learner Students in Mathematics: A Survey of Texas Teachers |
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Abstract:
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English Language Learner (ELL) students experience significant challenges in the typical mathematics classroom. Such challenges are often coupled with limited professional development available to teachers of ELL students. This paper outlines Texas teachers’ perceived needs of available professional development that will enable teachers to better support mathematics instruction for the ELL student. |
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mathemat (26), teacher (18), student (18), texa (18), group (13), school (13), focus (12), ell (12), develop (11), english (10), survey (9), secondari (9), instruct (9), profession (9), high (7), languag (7), need (7), research (7), educ (6), data (6), learner (6), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Richardson, Sandra. and Wilkinson, MaryE. "Challenges of Instructing Secondary English Language Learner Students in Mathematics: A Survey of Texas Teachers" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico, Nov 09, 2006 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p115046_index.html> |
APA Citation:
| Richardson, S. L. and Wilkinson, M. , 2006-11-09 "Challenges of Instructing Secondary English Language Learner Students in Mathematics: A Survey of Texas Teachers" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p115046_index.html |
Publication Type: Short Oral Report
Abstract: English Language Learner (ELL) students experience significant challenges in the typical mathematics classroom. Such challenges are often coupled with limited professional development available to teachers of ELL students. This paper outlines Texas teachers’ perceived needs of available professional development that will enable teachers to better support mathematics instruction for the ELL student. |
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| Word count: |
796 |
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| Challenges of Instructing Secondary English Language Learner Students in Mathematics: A Survey of Texas Teachers The results of this paper are part of a multiyear project focusing on developing instructional resources designed to increase the effectiveness of mathematics instruction for students who are English Language Learners. The project is a partnership between the Texas State University Mathematics for English Language Learners Initiative Texas State University System universities and the Texas Education Agency. Introduction English Language Learner (ELL) students students |
| teachers were in need of training that separated learning mathematics from learning English and many school districts were in need of certified secondary bilingual mathematics teachers. References Morgan D.L. (1988). Focus groups as qualitative research. London: Sage. Texas Education Agency. (2005). Texas Education Agency. Retrieved January 1 2005 from the World Wide Web: www.tea.state.tx.us Richardson S. and Wilkinson M. (2005). A Compilation of Survey Data and Focus Group Findings: Texas Secondary Mathematics Teachers’ Views of Needed Professional Development to |
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