Keying English Learner Students into Mathematical Content: The Things I Notice Approach

Research output: Chapter in Book/Report/Conference proceedingChapter


Things I Notice is a 3-phase approach to teaching mathematics. In this approach, teachers engage students in deliberately examining and interrogating features of mathematical representations or problem structures by providing independent noticing/thinking time, partner discussion time, and whole-class discussion time. The chapter includes a vignette of a high school teacher who uses the Things I Notice approach with a group of English Language Learners with varied proficiency levels in English. The authors also provide examples of ways in which Things I Notice can be enacted in a classroom to help English Language Learners engage as members of a community of mathematical discourse while supporting their oral academic language development. Finally, the authors provide practical guidelines for selecting and designing Things I Notice tasks, facilitating the approach, and using students’ responses, both verbal and written, to inform instruction.

Original languageEnglish (US)
Title of host publicationEnglish Language Education
PublisherSpringer Science and Business Media B.V.
Number of pages14
StatePublished - 2019

Publication series

NameEnglish Language Education
ISSN (Print)2213-6967
ISSN (Electronic)2213-6975

All Science Journal Classification (ASJC) codes

  • Education
  • Linguistics and Language


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