Engaging English Learners with Equivalence as a Crosscutting Concept in Mathematics
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| Title: | Engaging English Learners with Equivalence as a Crosscutting Concept in Mathematics |
|---|---|
| Language: | English |
| Authors: | Haiwen Chu, Brent Jackson, National Research & Development Center to Improve Education for Secondary English Learners, WestEd |
| Source: | National Research and Development Center to Improve Education for Secondary English Learners at WestEd. 2024. |
| Availability: | National Research and Development Center to Improve Education for Secondary English Learners at WestEd. 730 Harrison Street, San Francisco, CA 94107. e-mail: elrdcenter@wested.org; Web site: https://www.elrdcenter.wested.org/ |
| Peer Reviewed: | N |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305C200008 |
| Intended Audience: | Teachers |
| Document Type: | Reports - Descriptive |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Teaching Methods, Mathematical Concepts, Concept Formation, English Learners, Summer Programs, Grade 9, Middle School Students, High School Students, Educational Practices, Thinking Skills, English (Second Language), Second Language Learning, School Transition, Mathematics Instruction, Mathematics Education |
| Abstract: | Equivalence is a concept that comes up across the entire K-12 grade span and in many different areas of mathematics. Students who are bureaucratically designated as "English Learners" can explore equivalence across their K-12 academic careers while developing language to connect ideas. Drawing on what is known generally from theory and research about equivalence, this brief identifies what educators can do to challenge and support English Learners in this area. The ideas explored in this brief emerged from field trials of a summer bridge program designed to challenge and support rising 9th grade students making the transition from middle to high school. The authors of this brief were part of the team that developed the bridge program, Reimagining and Amplifying Mathematics Participation, Understanding, and Practices (RAMPUP), through the National Research and Development Center to Improve Education for Secondary English Learners at WestEd. Drawing from the RAMPUP field trials, this brief gives examples of students' reasoning about and explorations of equivalence, and provides three specific actions that educators can take specifically to support English Learners. |
| Abstractor: | ERIC |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED671702 |
| Database: | ERIC |
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