SDAIE Math

Math should be explored more deeply rather than more quickly.

Students can learn in heterogeneous groups  if structures are developed to provide appropriate, differentiated support of a range of students.

Math issues for ELLs: vocabulary, skills, syntax, semantics and discourse features.

Content: Clustering Objectives

Clustering objectives help older ELLs catch up to their classmates. Older ELLs often don’t require as much time to master objects as younger ELLs do.

Connections: Use Student’s Experiences

After school activities involving Math can be use by the teacher to create mathematics instruction for ELLs.

Comprehensibility:

Modeling Technology and Other Tools

Basically teaching students how to use mathematical tools.

Checking for Comprehension

Teachers can scaffold questions to elicit different responses. Student writing will demonstrate student’s grasp of new concepts. Math journals about student problem-solving experiences and issues provides teachers with concrete evidence of student’s mathematical thinking. Plus, it helps ELLs clarify their own thinking.

Interaction: Working in Groups

Reading math texts involve student interaction and small groups.

Encourage students to think aloud about math and interact.

Give them opportunities to try out ideas and learn math strategies from their peers.

Re-Presenting Knowledge

Alternative Assessment

Students should perform tasks smilier to those used to  teach and learn tasks.

Task examples: graph based on student characteristics, student run store, pretending to play the stock market, etc.

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