Preparing Middle School Students for the Transition to High School Mathematics: Assessing Latinas/os' Mathematical Understanding, Academic Language and English Proficiency

Eduardo Mosqueda, Marco Bravo, Jorge Solís, Saúl I. Maldonado, Jonathan De La Rosa

Abstract


Latina/o English Language Learners (ELLs) in mathematics classes have the dual responsibility of understanding mathematics content while simultaneously acquiring disciplinary language in English. The Authentic Math and Writing Assessment System was a formative assessment developed to offer middle school mathematics teachers’ instructional guidance for addressing the language and mathematics learning needs of ELLs. Mixed methods analysis of student writing samples focused on mathematical content and revealed possibilities for informing teachers about practices that address both language and content learning goals.


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