强化干预下英语学习者数学学习的支架语言

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2022-07-23 DOI:10.1111/ldrp.12285
Donna M. Sacco, Tracy Spies, Kathleen Pfannenstiel
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引用次数: 0

摘要

在数学教学中激发学生的思维,使教师能够选择具有高认知需求的任务,同时也让学生使用富有成效的斗争来解决数学问题,从而提高他们的概念理解。通常,需要强化数学干预的学生,特别是英语学习者,由于缺乏信心或必要的技能,无法参与数学核心教学中的话语机会。这包括有数学困难的学生以及有数学残疾的学生。语篇为练习使用和聆听特定内容的语言提供了多种机会,这对发展学术语言和获得更高水平的数学至关重要。本文总结了在数学干预中支持语篇的研究,以及在强化干预中支持英语学习者语篇的适当支架,最终提高学生的理解和表现。
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Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention

Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners, are not able to participate in discourse opportunities within core instruction in mathematics because they lack the confidence or the necessary skills. This includes students with mathematics difficulties as well as students with identified mathematics disabilities. Discourse provides multiple opportunities to practice using and listening to content-specific language, which is critical to developing academic language and accessing higher-level mathematics. This article summarizes the research supporting discourse in mathematics interventions as well as appropriate scaffolds to support discourse within intensive intervention for English learners, ultimately improving student understanding and performance.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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