Overview
Copublished with the National Council of Teachers of Mathematics (NCTM). With a focus on ways to best tailor instruction to captitalize upon the strengths each English language learner brings to the classroom, The Common Core State Standards in Mathematics for English Language Learners, High School, explores some of the ways high school mathematics content can be made accessible to learners by building from their strengths and scaffolding their opportunities to learn more. The chapters included in this text describe specific lessons and instructional moves teachers may make that will not only support their students in learning the mathematical content, but also the associated English structures that accompany the content. Each chapter also provides reflection questions and action plans that are useful for practicing teachers, preservice teachers, graduate students, academics, researchers, and professional development providers.Author Biography
Anita Bright, PhD, is an assistant professor in the Department of Curriculum and Instruction in the Graduate School of Education at Portland State University. A National Board Certified Teacher with over 20 years of experience as a K-12 public school teacher, Dr. Bright is the ESOL program supervisor, and teaches courses in ESOL, social justice, mathematics education, and is a doctoral program cohort leader. Her primary research interests draw from critical theory and include explorations into the ways curricular materials may function as reproducers of culture, and the ways microaggression may influence students, their families, and the climate of educational settings. Her research also includes a focus on the ways preservice teachers conceptualize ideas of social justice, and explores the ways they use discourse to explain, defend and justify their thinking. Holly Hansen-ThomasHolly Hansen-Thomas is Professor of ESL and Bilingual Education and Interim Dean of the Graduate School at Texas Woman’s University in Denton, TX. Her research interests include ESL training for mainstream secondary level teachers; ELLs’ development of academic language in mathematics and science; language awareness; and teacher identity.In addition to her role on this book, Holly is the series author of a new set of TESOL publications called Putting Research into Practice (PRIP). She also serves as a co-author on the Middle School and High School focused PRIP books. Luciana C. de OliveiraLuciana C. de Oliveira, Ph.D., is Interim Chair and Associate Professor in the Department of Teaching and Learning in the School of Education and Human Development at the University of Miami, Florida. Her research focuses on issues related to teaching English language learners (ELLs) at the K-12 level, including the role of language in learning the content areas and teacher education, advocacy and social justice. Currently, Dr. de Oliveira’s research examines the linguistic challenges of the Common Core State Standards for ELLs and their implications for teachers of ELLs. She is the series editor of five volumes focused on the Common Core and ELLs (2014-2016) with TESOL Press.
