Understanding English Language Learners’ Needs in Mathematics Education
Abstract
This study investigated the current understanding of English-language learners (ELLs) mathematics education and tried to formulate a coherent picture of this process. The paper is divided into three major parts: (a) the conceptual understanding of the relationship between mathematics learning and cognitive processes, and resulting implications for ELLs, (b) the role of language structures in teaching and learning mathematics and implications for ELLs, and (c) a discussion of proposed teaching and learning strategies for ELLs. Directions for research and holistic conclusions are also provided.
Full Text: PDF
Abstract
This study investigated the current understanding of English-language learners (ELLs) mathematics education and tried to formulate a coherent picture of this process. The paper is divided into three major parts: (a) the conceptual understanding of the relationship between mathematics learning and cognitive processes, and resulting implications for ELLs, (b) the role of language structures in teaching and learning mathematics and implications for ELLs, and (c) a discussion of proposed teaching and learning strategies for ELLs. Directions for research and holistic conclusions are also provided.
Full Text: PDF
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