Relevant bibliographies by topics / Bilingual mathematics learners

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  2. Dissertations / Theses
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Academic literature on the topic 'Bilingual mathematics learners'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Bilingual mathematics learners"

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Naštická, Zuzana. "INTERCULTURAL FEATURES AND THE THEME OF TRAVELLING IN BILINGUAL MATHEMATICS LESSONS." Problems of Education in the 21st Century 72, no. 1 (2016): 76–88. http://dx.doi.org/10.33225/pec/16.72.76.

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The present qualitative research is focused on bilingual mathematics education. The research presents findings of a case study of one bilingual Slovak and English mathematics 40-minute lesson within an after school elective bilingual mathematics course running weekly since October, 2015. The lesson took place in March, 2016, and was attended by nine learners aged 12-13, eight boys and one girl. The learners are cases of successive school additive bilingual education. The elective course as a whole is a case of immerse bilingual educational programme. In terms of sociolinguistic settings, the c
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Moschkovich, Judit. "A Situated and Sociocultural Perspective on Bilingual Mathematics Learners." Mathematical Thinking and Learning 4, no. 2-3 (2002): 189–212. http://dx.doi.org/10.1207/s15327833mtl04023_5.

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Willey, Craig, Andrew Gatza, and Courtney Flessner. "Mathematics Discourse Communities." Journal of Cases in Educational Leadership 20, no. 1 (2017): 34–48. http://dx.doi.org/10.1177/1555458916687600.

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This case explores how a monolingual teacher, embedded in a large urban school context, saw and understood her role in supporting emergent bilingual learners’ development of mathematics discourse. Particular attention is paid to the classroom arrangements and curricular and instructional choices this teacher made to facilitate this development. The teacher maintains distinct language ideologies and perceptions of Latina/o learners that tacitly influence her design and implementation of mathematics discourse communities. Assuming that this phenomenon is widespread, this case raises questions ab
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Restrepo, Maria Adelaida, Gareth P. Morgan, and Marilyn S. Thompson. "The Efficacy of a Vocabulary Intervention for Dual-Language Learners With Language Impairment." Journal of Speech, Language, and Hearing Research 56, no. 2 (2013): 748–65. http://dx.doi.org/10.1044/1092-4388(2012/11-0173).

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Purpose In this study, the authors evaluated the efficacy of a Spanish–English versus English-only vocabulary intervention for dual-language learners (DLLs) with language impairment compared to mathematics intervention groups and typically developing controls with no intervention. Further, in this study the authors also examined whether the language of instruction affected English, Spanish, and conceptual vocabulary differentially. Method The authors randomly assigned 202 preschool DLLs with language impairment to 1 of 4 conditions: bilingual vocabulary, English-only vocabulary, bilingual math
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Kong, Siu Cheung, Ping Li, and Yanjie Song. "Evaluating a Bilingual Text-Mining System With a Taxonomy of Key Words and Hierarchical Visualization for Understanding Learner-Generated Text." Journal of Educational Computing Research 56, no. 3 (2017): 369–95. http://dx.doi.org/10.1177/0735633117707991.

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This study evaluated a bilingual text-mining system, which incorporated a bilingual taxonomy of key words and provided hierarchical visualization, for understanding learner-generated text in the learning management systems through automatic identification and counting of matching key words. A class of 27 in-service teachers studied a course “e-Learning in primary mathematics” was asked to reflect “what is e-Learning” before and after the course. Their concept of “e-Learning” was investigated by counting the matching key words using the text-mining system and a content analysis of learner-gener
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БЕРДНІК, Поліна, and Павло ОНИПЧЕНКО. "BILINGUAL MATHEMATICS LEARNERS OF FOREIGN STUDENTS IN V. N. KARAZIN KHARKIV NATIONAL UNIVERSITY." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 3 (December 27, 2019): 196–204. http://dx.doi.org/10.31494/2412-9208-2019-1-3-196-204.

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Apriana, Aulia, Sri Rachmajanti, and Evynurul Laily Zen. "ACQUIRING ENGLISH THROUGH MATHEMATICS: A CASE STUDY ON A BILINGUAL EDUCATION." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (2018): 1. http://dx.doi.org/10.17977/um046v2i1p1-4.

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Abstract: This study aims at examining the process acquiring a second language through Mathematics subject among the students of Laboratory Primary School of Universitas Negeri Malang, which is a university-based laboratory primary school whose curriculum reflects the result of a synergy between the National Curriculum of Indonesia and International Framework. In this school, English becomes the medium of instruction in two school subjects, Science and Mathematics. The design of the study is descriptive qualitative which attempts to describe the process of acquiring English through Mathematics
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Ng, Oi-Lam. "The interplay between language, gestures, dragging and diagrams in bilingual learners’ mathematical communications." Educational Studies in Mathematics 91, no. 3 (2015): 307–26. http://dx.doi.org/10.1007/s10649-015-9652-9.

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Ma’rifah, Ulfatul. "Relationship between EFL young learners’ multiple intelligences and English Achievement in Bilingual School." Journal of English Teaching, Literature, and Applied Linguistics 4, no. 2 (2021): 125. http://dx.doi.org/10.30587/jetlal.v4i2.2515.

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This research set out with the aim of assessing whether EFL young learners’ multiple intelligence in bilingual school in Intensive Cambridge Program (ICP) has influence on their English proficiency as the important determining factors. The total number of participant was 76 students which consist of 38 male and 38 female students of 2rd, and 5th grade of bilingual primary school. The instrument used to elicit information for this study is multiple intelligences survey for kid by Laura Candler and Cambridge Progress Test (CPT). The result shows that there is no significant relationship between
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LESSER, LAWRENCE M., AMY E. WAGLER, and BERENICE SALAZAR. "FLIPPING BETWEEN LANGUAGES? AN EXPLORATORY ANALYSIS OF THE USAGE BY SPANISH-SPEAKING ENGLISH LANGUAGE LEARNER TERTIARY STUDENTS OF A BILINGUAL PROBABILITY APPLET." STATISTICS EDUCATION RESEARCH JOURNAL 15, no. 2 (2016): 145–68. http://dx.doi.org/10.52041/serj.v15i2.245.

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English language learners (ELLs) are a rapidly growing part of the student population in many countries. Studies on resources for language learners—especially Spanish-speaking ELLs—have focused on areas such as reading, writing, and mathematics, but not introductory probability and statistics. Semi-structured qualitative interviews investigated how a purposeful sample of six (Spanish-speaking) ELLs experienced a bilingual coin-flipping simulation applet (NLVM, 2015) and how students might use such resource to confront content misconceptions and language misunderstandings related to probability
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Dissertations / Theses on the topic "Bilingual mathematics learners"

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Breton, Daniel. "Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners." Thesis, Högskolan Dalarna, Matematik/tillämpad matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21206.

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The Swedish government has authorised the teaching of mathematics in English to Swedish speaking students. Much of that teaching is performed by foreign trained native English speaking teachers lacking training in second language learners. This systematic review summarises international studies from the last ten years that deal with the teaching of mathematics to second language learners. The review shows that second language students working in a bilingual environment achieve higher rates of content and language knowledge than learners in a monolingual environment. This study also summarises
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Kaplan, Suzanne Elizabeth. "Exploring the Narratively-Constructed Mathematical Identities of Latina Bilingual Middle School Students." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293430.

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This project involved exploring the mathematics stories of three, first-generation adolescent fluent English proficient (FEP) seventh grade Latina students who attended an urban middle school in Arizona. In this study, I also explored the mathematics stories of one primary caregiver for each student as and that of their mathematics teacher. My goal for this project was to understand the factors that attributed to the formation of the young girls' mathematics identities and how these identities informed their decisions to engage with mathematical activity. Through relationships and experiences
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Franklin, Martha A. "Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1047.

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There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such a
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Baum, Katie Corinne. "A Qualitative Study of Instructional Practices for English Learners in Elementary Mathematics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7598.

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It is important for elementary teachers to provide quality mathematics instruction for English Learner (EL) students to close achievement gaps. Elementary mathematics teachers in the Keystone School District were struggling to implement instructional practices for EL students in mathematics as evidenced by communications with teachers, administrators, and documents from the state-required action plan. The purpose of this study was to explore the instructional practices and the challenges encountered by teachers related to providing mathematics instruction for ELs. The Sheltered Instruction Obs
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Marknäs, Sara, and Nadia Amjadi. "Språkutveckling i matematiken." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40434.

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This paper is an overview of current research on teaching mathematics. The question to answer through studying research on the matter is how are language development strategies used in mathematical learning? The subsequent questions that we posed were why is it important with language development to learn math, how do students learn the language in mathematics, how does the use of language affect the possibility to learn mathematic and finally how are multilingual students’ possibilities to learn mathematics affected? The method used is reading and discussing  various sources of research in th
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Freeland, Melody E. "Midwestern University Middle and High School Mathematics Education Graduates' Self-Efficacy for the Teaching of Bilingual Spanish-English Language Learners." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1617020182013363.

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Pillai, Saloshni. "Teachers' and learners' experiences and perceptions concerning the use of English as a language of learning and teaching in bi/multilingual mathematical literarcy classrooms." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1021022.

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In South Africa, there is concern about the poor achievement by first additional language (FAL) English learners in mathematics, and this is a consequence not solely of the apartheid era but more appropriately, the existing current situation in the classroom. Since 2006, the Department of Basic Education in South Africa introduced mathematical literacy (ML) as another learning area for the Further Education and Training (FET) band. ML, as an alternative choice to mathematics, is envisaged as a key to the understanding of our everyday world filled with numbers. Mathematical literacy FAL English
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Kane, Julie M. "Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/950.

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This study used mixed methods to examine middle school mathematics teachers’ beliefs about English Learners’ ability to participate in rigorous, grade-level math instruction as well as beliefs about their own capacity for teaching English Learners. Additionally, the study investigated the influence of teachers’ beliefs on their instructional practices and identified the types of support teachers need to develop as culturally and linguistically responsive educators. Findings revealed some dissonance between teachers’ explicit beliefs about teaching English Learners and their implicit beliefs il
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Sandberg, Ylva. "Bilingual subject-specific literacies? Teachers’ and learners’ views and experiences of two school languages in biology, civics, history and mathematics : Case studies from the Swedish upper secondary school." Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159542.

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This licentiate thesis investigates teachers’ and students’ cognitions of bilingual subject-specific literacies. The thesis builds on three different studies, referred to as case studies, conducted in Content and Language Integrated Learning (CLIL) study programmes in the Swedish upper secondary school. Participants’ views and experiences of two languages of schooling, English and Swedish, were elicited in interviews, and analysed thematically. To gain understanding of the three studies in combination, a further analytical framework was developed and tested. In this analysis, participants’ des
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Burke, Edward C. "Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3008.

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English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse. This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experiment
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Books on the topic "Bilingual mathematics learners"

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Tibbs, Marilyn. Strategies to help the bilingual English learners in mainstream mathematics lessons. North East LondonPolytechnic, 1988.

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Coggins, Debra, Drew Kravin, Grace Dávila Coates, and Maria Dreux Carroll. English Language Learners in the Mathematics Classroom. Corwin Press, 2007.

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Debra, Coggins, ed. English language learners in the mathematics classroom. Corwin Press, 2007.

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Coggins, Debra, Drew Kravin, Grace Dávila Coates, and Maria Dreux Carroll. English Language Learners in the Mathematics Classroom. Corwin Press, 2007.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners - Loyola Marymount University, 2021. http://dx.doi.org/10.15365/ceel.publication.2021.0002.

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Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 320 annotations from both recent and seminal literature (released between 1992–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a r
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Book chapters on the topic "Bilingual mathematics learners"

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Barwell, Richard. "Chapter 5. Mathematical Word Problems and Bilingual Learners in England." In Multilingualism in Mathematics Classrooms, edited by Richard Barwell. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692061-007.

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Thompson, Angela R., Michelle Hale, and Alexander Radosavljevic. "Promoting Bilingual Mathematical Practices in a Classroom Through Modeling, Roller Coasters, and Discourse." In Teaching Mathematics to English Language Learners. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48355-5_9.

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Ng, Oi-Lam. "Supporting the Development of Bilingual Learners’ Mathematical Discourse in a Multilingual, Technological Context." In Research in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92907-1_11.

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Pitvorec, Kathleen, Craig Willey, and Lena Licón Khisty. "Toward a Framework of Principles for Ensuring Effective Mathematics Instruction for Bilingual Learners Through Curricula." In Mapping Equity and Quality in Mathematics Education. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9803-0_29.

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Garza, Armando. "A Translanguaging Mathematical Space." In Learning From Emergent Bilingual Latinx Learners in K–12. Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-8.

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I, Ji Yeong, and Jiaqi Yu. "Preparing Mathematics Preservice Teachers for Teaching Emergent Bilinguals Through Concurrent Intervention." In Teaching Mathematics to English Language Learners. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48355-5_2.

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Bower, Rachel S. G., and Vanessa Z. Mari. "Feedback and Assessment for Emerging Bilinguals in Secondary Mathematics: A Case Study of Written Feedback." In Teaching Mathematics to English Language Learners. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48355-5_12.

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Bui, Khanh Nguyen, and Ruth Harman. "Teaching Mathematics to English Learners." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch002.

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Recently, teachers in the United States are encountering an influx of multilingual immigrant students. The linguistic diversity can be challenging for teachers who need to think about how to foster language and disciplinary knowledge awareness in meaningful ways. Multimodal instruction (i.e., use of gesture, drawing, and movement) can serve to support conceptual understanding of emergent bilingual students in disciplinary areas such as mathematics or science. The purpose of this chapter is to investigate the interplay between gestures and mathematical concepts. This study takes place in a ninth grade ESOL Coordinate Algebra Classroom. Using systemic functional multimodal discourse analysis, the researchers analyze the teacher's gestures through a corpus of three video recorded lessons. The results show that the teacher's gestures endowed with meanings and mathematical concepts can enhance students' understandings. These findings can contribute to recent research on multimodal pedagogic practices among teachers with multilingual and multicultural students.
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Lourenço, Nathalia. "Translanguaging online: A case study of a bilingual online mathematics programme for Grade 7 learners in Diepsloot, Johannesburg." In Challenging the "Apartheids" of Knowledge in Higher Education through Social Innovation. African Sun Media, 2021. http://dx.doi.org/10.52779/9781991201058/05.

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Coleman, Natalia, Donna M. Farina, and Leonid Rabinovich. "Common Denominators to Learner-Centered Success." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch002.

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New Jersey City University (NJCU) ranks in the top hundred most diverse institutions of higher education in the country. NJCU's mission is “to provide a diverse population with an excellent university education.” Its undergraduate population is 25% White, 21% Black, 35% Hispanic, and 9% Asian; many NJCU students do not speak English as their first language. This chapter will highlight learner-centered pedagogical practices in three distinct disciplines and at three levels in higher education: undergraduate STEM education (science, technology, engineering, and mathematics); graduate ESL, bilingual, and world language teacher education; and educational technology leadership in a new doctoral program. The pedagogical practices described all share a common goal: to allow multilingual, multicultural, and nontraditional students to fully engage and demonstrate their growing knowledge of content as well as their ability to think critically—to ensure their success in future academic work and careers.
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