CARAM S5 - Say What, Teaching Mathematics To ELLs

Pedagogical Retooling in Mathematics, Languages, and Science
for Junior High School

Say What?
Teaching Mathematics to
English Language Learners
(Adapted from Say What? Teaching Mathematics to English Language Learners, a Trainer’s Training Resource Package by Ms. Marjorie Salcedo-Javier )
Angelo D. Uy
Jacobo Z. Gonzales Memorial National High School
DepEd-Division of Biñan City
1. Demonstrate understanding of the dual challenges of
learning the English language and the language of
Mathematics
2. Identify language factors that affect how Grades 7-10
Filipino students understand Mathematics
3. Identify and understand the nuances and true meanings
of mathematical language, symbolism, and visual
representation
4. Recommend interventions/strategies to address
language problems in mathematics classes
Solve:
Find the arglif of a nopkam if the betdosyn is 12.

Solve:
Find the area of a circle if the

diameter is 12.
Find the arglif of a nopkam if the

betdosyn is 12.
Which is larger?
37 5
Which numeral is larger?
37 5
Which number is larger?
37 5
The English of Math
• What is the numeral for forty-eight?
• What is the total amount used?
• What is the place value of 3 in 351?
• The ones digit is double the tens digit.
• The quantity 12 divided by 2.
• Look at the figure 8?
Number: Mathematical Meanings
• Find a two-digit number whose ones digit is two less than its tens
digit.
• Write down your phone number and social security number on the
application form.
Number: Nonmathematical Meanings
• The opening number was the highlight of the show.
• His girlfriend really did a number on him.
• My finger is number than it was five minutes ago

Math Jargon
area even group (noun and verb)
last left lighter (adjective and noun)
measure place order (noun and verb)
power rational root
shaded square steps
times trade value
Homophones (and near homophones)
The following are some words that may cause students great difficulties understanding
lectures and comprehending word problems:
angle/ ankle area/era before/ four/for know/no

column/calm divisor/advisor eight/ ate vary/ very
exchange/change factor/factory weigh/ way in/an
many/money quotient/quota son/ sun tens/ tense
one/won remainder/remain the sum/ some two/ to
14
Language and Symbolism in Traditional Math Instruction
Traditional instruction is characterized
by:
•lecture-based instruction
•passive students
•repeated drills and practice
•memorization of facts and procedures
•emphasis on answers rather than
explanations
Language-based Shortcomings of Traditional Instruction
• Careless vocabulary
• Short cuts
• Confusing logic and
mismatched symbolism
• Naked numbers
Careless Vocabulary
• When the ones digit goes beyond 10, you carry 1.
• In a two-digit number, when the the ones digit of the subtrahend
is larger than the ones digit of the minuend, you need to borrow
1 from the tens digit.
• When you want to simplify a fraction, you can cancel the
numerator - denominator pair that have a common divisor
• Reduce the fraction to its lowest terms.
• 2 goes into 8 but 3 does not go into 10.
SHORTCUTS
Math teachers love short cuts since
these imply efficiency.
If procedures and algorithms are taught

using shortcuts too soon or too often,
then efficiency comes at the huge cost
of conceptual understanding.
Short cuts
SHORT METHOD LONG METHOD

6 = 3●2 = 3●2 = 3 6 = 3●2 = 3●2 = 3 ●1
= 3
8 4●2 4●2 4 8 4●2 4●2 4 4
Short cuts
SHORT METHOD LONG METHOD

28 28
34 34
112 112
84 840
952 952
Confusing Logic and Mismatched Symbolism
• Number values go both ways.
In the numeric notation 65,374 the
The value of numbers as value of each digit increases with each
represented on a number line step to the left!
increases as one moves to the
right.
• The problem with x
The letter x is used as a symbol for

multiplication.
The letter x is the most common
algebraic variable.
• Multiplication mysteries
If 3 ● 5 is “three fives” or 5 + 5 + 5
3 ● 5 is read as '3 times 5'
even if this really means 5 + 5 + 5 then 3y is “three y's” or y + y + y
or 'five three times'
or 'three fives' then 3 (y + 5) is “three sets of (y+5)”
or (y + 5) + (y + 5) + (y + 5)
or 3y + 15
Naked Numbers
Naked numbers refer to the use of
numerals in isolation, without any
descriptors, units or context.
Traditional instruction uses naked

numbers, especially in the form of drill and
practice geared towards student
memorization of facts and procedures.
Students lose sight of the meaning of

numbers and numerals.
More Language and Symbolism Issues
• Reading in Mathematics vs Reading in 3<x<8
Language Arts
Teachers can instead begin with a
statement like “I have a number between 3
Students learn to read words and and 8” so that students can easily visualize
sentences from left to right the mathematical relationship.
so 3 < x < 8 would be read as
“3 is less than x is less than 8” Once students understand the relationship
but in a math class this is read as of the variable x to 3 and 8, teachers need
to help students learn the specialized skill
“x is greater than 3 but less than 8” of reading and interpreting mathematical
symbols.
• Simple to Complex: Unintended
Consequences When students are drilled with
problems such as
Students often learn to solve simple 3y = 12 7x = 35
equations, either formally or informally,
first.
they come to the conclusion that
By limiting examples, students become used problems such as
to patterns and come to a conclusion that
some problems have no solution. 2h 3h= 13 has no solution.
If y = 2, then 5y = 52
• Do Not Forget Symbols
Students need to understand the difference between

• 52 which involves the place value or 50 + 2
• 5(2) which involves multiplication
• New Terminology Commutative Property or
Order Property
Teachers (and publishers) sometimes
take it upon themselves to rename
Associative Property or
math terms.
Grouping Property
Replacing academic language with
easier terms poses potential Identity Property or
confusion for students in the future. One property
• Inadequate definitions
An exponent is a numeral that indicates

how many times the base appears as 7 3 = 7● 7 ● 7
a factor.
1
2
Definitions learned in elementary math
may not be sufficient when learning
about rational exponents. 7
• Multiple meanings
• inverse functions
Some math terms have more than one • inverse operations
meaning or definition within • additive inverse
mathematics.
• multiplicative inverse
• inverse matrix
• inverse variation
31
Why the Language Focus in Math?
How
Language What
We
(academic We
Teach
(Instruction)
and Teach
informal) (Curriculum)
32
The Conceptual
Framework for
Mathematics
Education
33
MATHEMATICAL SKILLS AND PROCESSES

Knowing and
Understanding
Estimating, Computing &

Solving
Visualizing & Modelling
Representing and
Communicating
Conjecturing, Reasoning,
Proving & Decision-making
(DepEd, 2017) Applying & Connecting

34
MATHEMATICAL SKILLS AND PROCESSES
COMMUNICATING
(Cathcart et al., 2006)

35
CONTEXTS
Beliefs
Environment
Language
Culture
Prior Knowledge and

Experiences
(DepEd, 2017)
36
“MATHEMATICS is not about numbers,

equations, computations, or algorithms;
it is about understanding.”
-William Paul Thurston-

(1946-2012)
37

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Pedagogical Retooling in Mathematics, Languages, and Science

for Junior High School

Find the arglif of a nopkam if the betdosyn is 12.

Find the area of a circle if the

Find the arglif of a nopkam if the

• The opening number was the highlight of the show.

• His girlfriend really did a number on him.

• My finger is number than it was five minutes ago

angle/ ankle area/era before/ four/for know/no

If procedures and algorithms are taught

SHORT METHOD LONG METHOD

SHORT METHOD LONG METHOD

The letter x is used as a symbol for

Traditional instruction uses naked

Students lose sight of the meaning of

Students need to understand the difference between

An exponent is a numeral that indicates

Why the Language Focus in Math?

MATHEMATICAL SKILLS AND PROCESSES

Estimating, Computing &

Visualizing & Modelling

(DepEd, 2017) Applying & Connecting

MATHEMATICAL SKILLS AND PROCESSES

(Cathcart et al., 2006)

Prior Knowledge and

“MATHEMATICS is not about numbers,

-William Paul Thurston-

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