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    Final Copy - Math Literacy

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    1) Many students in Ontario are English language learners who are learning both the curriculum and English simultaneously. While they perform well on basic math skills, ELL students struggle with word problems due to a disconnect between how the skills are taught and their language comprehension abilities. 2) To better support ELL students, teachers must examine their beliefs about math education and how children learn math. Research suggests using dynamic assessment which involves continuous feedback and differentiated instruction to improve students' learning. 3) Creating fair assessments for ELL students requires communicating with ELL teachers, using success criteria, giving clear instructions, teaching all material beforehand, and providing accommodations like extra time and dictionaries.

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    Final Copy - Math Literacy

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    1) Many students in Ontario are English language learners who are learning both the curriculum and English simultaneously. While they perform well on basic math skills, ELL students struggle with word problems due to a disconnect between how the skills are taught and their language comprehension abilities. 2) To better support ELL students, teachers must examine their beliefs about math education and how children learn math. Research suggests using dynamic assessment which involves continuous feedback and differentiated instruction to improve students' learning. 3) Creating fair assessments for ELL students requires communicating with ELL teachers, using success criteria, giving clear instructions, teaching all material beforehand, and providing accommodations like extra time and dictionaries.

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    1) Many students in Ontario are English language learners who are learning both the curriculum and English simultaneously. While they perform well on basic math skills, ELL students struggle with word problems due to a disconnect between how the skills are taught and their language comprehension abilities. 2) To better support ELL students, teachers must examine their beliefs about math education and how children learn math. Research suggests using dynamic assessment which involves continuous feedback and differentiated instruction to improve students' learning. 3) Creating fair assessments for ELL students requires communicating with ELL teachers, using success criteria, giving clear instructions, teaching all material beforehand, and providing accommodations like extra time and dictionaries.

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    69 views2 pages

    Final Copy - Math Literacy

    Uploaded by

    api-353826105
    1) Many students in Ontario are English language learners who are learning both the curriculum and English simultaneously. While they perform well on basic math skills, ELL students struggle with word problems due to a disconnect between how the skills are taught and their language comprehension abilities. 2) To better support ELL students, teachers must examine their beliefs about math education and how children learn math. Research suggests using dynamic assessment which involves continuous feedback and differentiated instruction to improve students' learning. 3) Creating fair assessments for ELL students requires communicating with ELL teachers, using success criteria, giving clear instructions, teaching all material beforehand, and providing accommodations like extra time and dictionaries.

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    of 2

    ARE MATH ENGLISH LANGUAGE

    LEARNERS TREATED AS
    OUTSIDERS?
    Are We Sensitive to the
    Throughout Ontario, many
    students are English language
    Needs of ELLs in the
    learners (ELLs), these are students
    who are learning the language of
    Classroom?
    instruction while they are learning Majority of ELLs are unsuccessful in
    the curriculum and developing meeting provincial standards. They
    literacy skills. perform well on basic math skills, but
    (Ontario Ministry they struggle with word problem skills.
    of Education, 2008) This means that there is a disconnect
    between how word problem skills are
    taught and comprehension skills of
    ELLs.

    To better support ELL students, we


    must examine our beliefs about math,
    how children learn math, and
    a teachers role in the learning process.
    Research suggests that teachers should
    aim towards dynamic assessment (DA)
    (Orosco, 2014).

    Dynamic Assessment :
    The merger between learning and testing
    But what does dynamic assessment look
    The purpose of  DA is to measure
    like?
    students' current ability and their
    students collaborate with peers and
    learning potential, their ability to use
    the teacher during group tasks and 1-1
    new knowledge. From this
    continuous feedback which will improve
    information, we begin the process of
    student's confidence, self-awareness
    intervening and helping students
    and learning
    improve their cognitive processes.
    differentiated learning activities that
    Afterwards, students are assessed on
    are designed based on students'
    changes that have occurred in their
    learning styles
    performance. Through DA, students
    opportunities to discuss key math
    are given the opportunity to build on concepts and additional math practice
    their prior knowledge and work with allow students to engage and build on
    new acquired knowledge. one's own mathematical understanding

    Testing for ELL Students is Inequitable!


    ELLs perform well on basic math skills,
    however due to their current English
    language skills they struggle with word
    problems. Why are students struggling?

    What many do not realize is that Math


    learning is more than just numbers and
    procedures, it requires Math talk and
    complex language.

    ELLs easily master Everyday English


    because it directly relates to their Aside from learning the
    immediate lives, needs and language of instruction and
    surroundings. In turn, it allows ELLs to the grade curriculum, all
    communicate and interact more students need to be proficient
    effectively with teachers and peers. in both Everyday English
    However Academic English is difficult (basics communication skills)
    to acquire because it involves learning and Academic English
    new ways of thinking, subject-specific (academic language
    terminology and grammatical proficiency).
    constructions that are rarely used in (Ontario Ministry
    daily conversation. of Education, 2008)
    Everday English Academic English

    By knowing the English language proficiency of the students, teachers can use the
    four-level vocabulary modification process (Table 1) to adjust vocabulary to
    students' word-problem-solving cognition and ability (Orosco, 2014). For instance a
    Level 4 math problem could be: If you toss a nickel five times, what is the
    probability of all be heads. The same question can be asked as a Level 2 problem:
    If you toss a nickel 5 times, what is the chance of getting all heads? Express as a
    fraction and then a percent.

    How to Create Fair and


    Meaningful Assessments?
    communicate with ELL teachers about
    student progress and what you can do
    Did you know? to help them succeed in the classroom
    In Spring 2019, 89% of ELLs in during review sessions, have students
    Ontario were born in Canada. discuss what they have learned and
    what they are expected to know for
    Canadian-born ELLs may be: their test
    First Nations, Metis and Inuit create success criteria/rubrics with
    students students, this way they have a sense of
    ownership and understanding over the
    Children born in immigrant
    assessment
    communities where languages
    Give clear, explicit instructions and use
    other than English are spoken non-verbal cues
    Children born in Canadian all material and style of questions on a
    communities where distinct test has been taught (ie. no
    cultural and linguistic tradition surprise questions)
    is maintained use of accommodations (ie. appropriate
    (Ontario Ministry of Education, 2013) vocabulary, extra time, glossary,
    bilingual dictionaries)
    provide students with alternatives to
    written tests (ie. presentations, group
    tests, oral tests)

    How to Creating a Safe Math Space for ELLs


    establish classroom rules with the students on behaviour and being
    respectful to one another
    seat students where they can hear and see well, and near classmates
    who can provide math and language support
    provide key visuals around the classroom that will support key math
    themes and bring vocabulary to life (ie. word wall, posters, magazines)
    at the start of lessons/ units establish short term and long term goal
    for students
    learn about the students' prior knowledge at the start of units and use it
    to make connections and address gaps throughout (ie. K-W-L chart,
    brainstorming, organizers)
    differentiate math instruction and approaches (ie. visuals and verbal
    cues, language level, manipulatives)
    encourage teacher and student collaboration and feedback
    provide multiple opportunities for practice and/or discussions of key
    math concepts (ie. review sessions)
    use accommodations (ie. extra time, glossary, KEY WORD, anchor charts,
    bilingual dictionaries)

    REFERENCES
    Aguirre, J.M., Zavala, M.D., & Katanyoutanant, T. (2012). Developing Robust Forms of Pre-Service Teachers' Pedagogical
    Content Knowledge through Culturally Responsive Mathematics Teaching Analysis. Mathematics Teacher Education and
    Development, 14(2), 113-136.
    Education Quality and Accountability Office. (2019). Highlights of the provincial results mathematics. Retrieved from
    http://www.eqao.com/en/assessments/results/communication-docs/provincial-report-highlights-math-2019.pdf
    Ontario Ministry of Education. (2013). Capacity building series: Canadian-born English language learners. Retrieved from
    http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_CBELL.pdf
    Ontario Ministry of Education. (2008). Supporting English Language Learners. Retrieved from
    http://www.edu.gov.on.ca/eng/document/reports/numeracy/numeracyreport.pdf
    Orosco, M. J. (2014). Word Problem Strategy for Latino English Language Learners at Risk for Math
    Disabilities. Learning Disability Quarterly, 37(1), 45–53. https://doi.org/10.1177/0731948713504206
    Wright, Wayne & Li, Xiaoshi. (2008). High-stakes math tests: How No Child Left Behind leaves newcomer English language
    learners behind. Language Policy. 7. 237-266. doi: 10.1007/s10993-008-9099-2.

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