TY - CHAP
T1 - Keying English Learner Students into Mathematical Content
T2 - The Things I Notice Approach
AU - Perry, Jill A.
AU - Wassell, Beth
N1 - Publisher Copyright:
© 2019, Springer Nature Switzerland AG.
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
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U2 - 10.1007/978-3-030-02245-7_7
DO - 10.1007/978-3-030-02245-7_7
M3 - Chapter
AN - SCOPUS:85146587845
T3 - English Language Education
SP - 105
EP - 118
BT - English Language Education
PB - Springer Science and Business Media B.V.
ER -