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Mathematical Writing and English Language Learners: Strengths-Based Instructional Strategies
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Author(s): Salvador Huitzilopochtli (University of California, Santa Cruz, USA)
Copyright: 2024
Pages: 25
Source title:
Illuminating and Advancing the Path for Mathematical Writing Research
Source Author(s)/Editor(s): Madelyn W. Colonnese (Reading and Elementary Education Department, Cato College of Education, University of North Carolina at Charlotte, USA), Tutita M. Casa (Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, USA)and Fabiana Cardetti (Department of Mathematics, College of Liberal Arts and Sciences, University of Connecticut, USA)
DOI: 10.4018/978-1-6684-6538-7.ch014
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Abstract
The purpose of this chapter is to examine the role of mathematical writing to enhance mathematics instruction for students bureaucratically labeled as English Language Learners (ELLs) and multilingual students. The chapter addresses the specific needs of these students and focuses on two major claims: first, mathematical writing is useful for ELLs learning mathematics, and second, mathematics instruction for ELLs should support them to generate mathematical claims and provide opportunities for them to revise their work. The claims are illustrated using data from a dissertation study that examined how multilingual students learned mathematical arguments in a classroom that used mathematical writing and conferencing. This chapter per the author frames mathematical arguments using proof schemes and Toulmin's model and takes a strengths-based approach to instruction. The final section suggests directions for future research and focuses on expanding beyond writing as an individual exercise.
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