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Teaching Mathematics to Culturally and Linguistically Diverse Learnersby Art Johnson
Synopses & Reviews
Every student should have equitable and optimal opportunities to learn mathematics free from bias-intentional or unintentional-based on race, gender, socioeconomic status or language. In order to close the achievement gap, all students need the opportunity to learn challenging mathematics from a well-qualified teacher who will make connections to the background, needs and cultures of all learners. (NCTM 2005)
This book provides a foundation for understanding the challenges that face culturally linguistic and diverse learners (CLD) in general, and those strategies and materials that will help teachers teach them mathematics.
Each chapter of the text discusses some aspect of teaching CLD learners. Chapter 1 concentrates on the general characteristics of a student who might be considered culturally and linguistically diverse. Chapter 2 focuses on the teacher and teaching techniques that can benefit CLD learners. Chapter 3considers various strategies and techniques for assessment, grouping practices, and general classroom management. Chapter 4 covers the symbols, algorithms, and vocabulary of mathematics as it applies to and affects CLD learners. Chapter 5 provides a brief consideration of the various aspects of multiculturalism as they may be used to enhance mathematics instruction of CLD learners. Each chapter also includes some discussion of the various facets of the chapter topics, with each discussion followed by a unique feature, Points to Ponder.
Points to Ponder are brief capsules of the preceding discussion, suggestions for working with CLD learners, or descriptions about their tendencies, learning styles, or habits. Another feature of the book are Cultural Conundrums. These are inspired by the experiences of real teachers in the classroom. As the student reads each chapter they can try to determine a plausible solution for the situation presented. The explanations are then included at the end of the chapter along with the steps a teacher might take to help that particular student.
The goal for teachers should be to help CLD learners learn mathematics and understand mathematics to be more than numbers and nomenclature. This book contains the information they need to understand the cultural and ethnic influences acting on CLD learners and to provide classroom-tested strategies for helping them advance their mathematics knowledge.
Book News Annotation:
Johnson has taught, studied, thought about, and written about mathematics education at levels from middle school to graduate school. He augments his own experience as a classroom teacher and teacher supervisor with statistical data, research published in monographs and journals, and interviews with teachers and students to offer advice on teaching mathematics to students who have little or no command of the English language. The immediate intuition--that mathematics is not about language, so there should be no problem--turns out to be very, very far from the case. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
Finally, a resource that guides teachers to create an engaging and effective mathematics environment that supports culturally and linguistically diverse (CLD) learners, including English language learners.
Drawing on years of extensive research into working with CLD students along with personal experiences as a mathematics teacher and teacher supervisor, Arthur Johnson presents classroom teachers with the strategies, techniques, and practices proven to effectively help CLD learners thrive in mathematics classrooms. In this newest book, Johnson explains the important role mathematics plays for CLD learners, provides a foundation for understanding how cultural background affects learning, and offers classroom-tested strategies to help improve mathematics learning. He has filled his book with real teacher experiences, steps you might take to assist each student, examples of surveys, lesson plans, suitable projects, resources in Spanish, multicultural books, and much more to help teachers with CLD learners understand mathematics more effectively.
“[T]he thorough examples, the attention to multiculturalism, the just-right length . . . , and the suggestions for other resources (Web sources, books, topics, etc.) . . . this [book] has depth and breadth!” –Katie Bell, Spanish kindergarten teacher, Central Elementary School, Longmont, CO
“This book is very timely in the face of . . . the diversity of our school systems. The emphasis on thoughtful mathematics instruction in English to support all learners is brilliant!” –Adrean L. Rivers-Horan, fifth-grade ELA-S teacher, Remington Elementary School, Denver, CO
Arthur Johnson is a lifelong mathematics educator who has taught middle and high school as well as at the undergraduate and graduate levels. He has written extensively about mathematics at all levels. Johnson is the author of Geometry, Guiding Children’s Learning of Mathematics, Math Matters: Understand the Math You Teach, and Teaching Today’s Mathematics in the Middle Grades.
About the Author
Arthur Johnson is a life-long mathematics educator who has taught at the middle and high school grades, as well as undergraduate and graduate levels. He has written extensively about mathematics at all levels K-14. Johnson is the author of Geometry (Prentice Hall), Guiding Children’s Learning of Mathematics (Wadsworth), Math Matters: Understand the Math You Teach (Marilyn Burns Publications), and Teaching Today’s Mathematics in the Middle Grades (Allyn & Bacon).
Table of Contents
Table of Contents
Chapter 1 Culturally and Linguistically Diverse Learners xx
Growing Diversity in American Student Population
The Culturally and Linguistically Diverse Student in mathematics
Levels of English Language acquisition
Chapter 2 Teaching CLD Students xx
The Teacher Makes a Difference
Knowledge of CLD learners and Their Culture
Teaching Strategies and English Acquisition Levels
Chapter 3 Organizing for Instruction and Assessment xx
The Student as Learner
Organizing for Instruction
Mathematics Texts and Materials
Planning a Lesson for CLD Students
Chapter 4 The Language of Mathematics xx
The Vocabulary of Mathematics
The Symbolic Language of Mathematics and CLD Learners
Chapter 5 Multiculturalism in the Mathematics Classroom xx
Multicultural Topics in Mathematics
Lesson Plans and Materials for CLD Students
Resources in Spanish
Resources for Teaching Mathematics to African-American Learners
Multicultural Web Sites
Interactive Mathematics Sites
Multicultural Books with a Mathematics Theme
Spanish Language Books with a Mathematics Theme
A Bookshelf for Teaching Math to CLD Learners
What Our Readers Are Saying