Abstract
We draw upon a co-teaching experience in a 6th grade mathematics classroom to discuss how mathematics teachers can carry out research-based suggestions to foster ELLs’ engagement and participation in mathematics discussions to apprentice use of the mathematics register and ultimately, to develop content understanding. We illustrate our approach based on actual experiences to establish an environment conducive to discussions in an urban classroom, with the objective of utilizing semiotics, such as language, symbols, and visual representations during instruction as relevant mathematical meaning-making systems. An instructional focus on meaning-making can prepare ELLs for problem-solving discussions in a discourse community.
