Brenner, M. (1994).
A communication framework for mathematics classrooms: Exemplary instruction for
culturally and linguistically diverse students.
Summary:
Brenner's chapter addresses some of the concerns in teaching mathematics to linguistically diverse students. One of the key problems is that many classrooms spend too much time on independent work and teacher lecture. Unfortunately, academic discourse skill require more time to develop and more needs to be done in order to foster its learning. Many females and minorities' attitudes towards math decline as they reach high school. Aspects of school, context, curriculum, instruction, and institutional support can help support diverse students and improve mathematics communication. Many students are not adequately prepared in math to pursue technical professions. As a result, the forms of communication in the classroom need to change in order to develop useful mathematical understanding in students. Students need to communicate about, in, and with mathematics. Communicating about mathematics means talking about math from one's own perspective, reognizing when specific methods can be used and why. Communicating in mathematics means using the academic language and key terms. Communicating with mathematics means using math as a tool or utility. Improving mathematics communication and the academic achievement of diverse learners in the curricular context involves giving students access to: problem solving, reasoning, estimation, and of course, communication. Issues in the instructional context consist of matching instructional group arrangements to student levels, the language of instruction, and the role of technology. Inssues involved in the institutional contexts include the environment of the school or district, and parent involvement. This reading will be further discussed in the readings below.
Summary:
Brenner's chapter addresses some of the concerns in teaching mathematics to linguistically diverse students. One of the key problems is that many classrooms spend too much time on independent work and teacher lecture. Unfortunately, academic discourse skill require more time to develop and more needs to be done in order to foster its learning. Many females and minorities' attitudes towards math decline as they reach high school. Aspects of school, context, curriculum, instruction, and institutional support can help support diverse students and improve mathematics communication. Many students are not adequately prepared in math to pursue technical professions. As a result, the forms of communication in the classroom need to change in order to develop useful mathematical understanding in students. Students need to communicate about, in, and with mathematics. Communicating about mathematics means talking about math from one's own perspective, reognizing when specific methods can be used and why. Communicating in mathematics means using the academic language and key terms. Communicating with mathematics means using math as a tool or utility. Improving mathematics communication and the academic achievement of diverse learners in the curricular context involves giving students access to: problem solving, reasoning, estimation, and of course, communication. Issues in the instructional context consist of matching instructional group arrangements to student levels, the language of instruction, and the role of technology. Inssues involved in the institutional contexts include the environment of the school or district, and parent involvement. This reading will be further discussed in the readings below.
Questions
- What
issues/questions about teaching English learners do the readings raise?
Some of the issues brought up from Brenner is how although many student are benefiting from traditional teaching, the increasing number of diverse students in U.S. school demands a change in instruction in order to accomodate all students. Many minorities are being tracked into lower level classes in mathematics diving many students to failure. Futhermore, many students are not being adequately prepared in mathematics to pursue technical professions. This needs to change to adapt to society's change towards technology. It was also found that many students were uncomfortable in situtations in which they had to individually speak in front of their peers.
- How does the reading suggest you can promote these in your classroom:
(a)
intellectual growth/academic excellence in mathematics
(b)
equity
Both equity and intellectual grown/academic excellence in mathematics can be promoted through a variety of methods in mathematics classrooms. Using a wide range of instructional strategies can help accomodate students with differing needs. One instance of improving communication about mathematics involved using daily journals to write about what was learned in class. Incorporating student experiences into instruction can further improve students' intellectual growth. Because communicating mathematics is a key idea, interactive activities are highly important in terms of learning the material and academic language. This might include the use of pair problem solving, cooperative groups, large group discussions, individual student journals, and written assignments. The use of technology can also help students fill in gaps. Instruction needs to be changes in order to involve all student participation to promote equity because communication is a part of the learning process. Also, the use of manipulatives and having student write their own problems can foster mastery.
Both equity and intellectual grown/academic excellence in mathematics can be promoted through a variety of methods in mathematics classrooms. Using a wide range of instructional strategies can help accomodate students with differing needs. One instance of improving communication about mathematics involved using daily journals to write about what was learned in class. Incorporating student experiences into instruction can further improve students' intellectual growth. Because communicating mathematics is a key idea, interactive activities are highly important in terms of learning the material and academic language. This might include the use of pair problem solving, cooperative groups, large group discussions, individual student journals, and written assignments. The use of technology can also help students fill in gaps. Instruction needs to be changes in order to involve all student participation to promote equity because communication is a part of the learning process. Also, the use of manipulatives and having student write their own problems can foster mastery.
I like the idea of using daily journals to write about what was learned in class. By doing so, the students can rethink what they did earlier in class to help them reflect upon their understanding. Also, implementing the lesson in a way that is culturally relevant is really important because it interests the students to learn.
ReplyDeleteSimilar to Stephen, I am also going to comment on the use journal writing in the mathematics classroom. Cera, I also feel that a way we can promote intellectual growth is through the use of a variety of instructional strategies such as writing in a math classroom. After attending the Asilomar Math Conference this past weekend where I attended many workshops I believe if implemented correctly, writing can be a useful in a math classroom. It is a way for students to communicate their ideas including what they have learned, questions they may have and things they are wondering.
ReplyDeleteThis is mariah!
ReplyDeleteLike Cera, I noticed many minority students being tracked into lower levels classes throughout high school. It's a little depressing to see that students are leaving schools unprepared for life and it is unfortunate that so many are not prepared to pursue technical professions. This needs to change, but how?