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Use Discourse to Access Language and Mathematics for English Learners
Monday February 13, 2017 @ 3:00 pm - 4:00 pm EST
Presented by Dr. Susie W. Håkansson, Mathematics Education Consultant and Immediate Past-President, TODOS: Mathematics for ALL
Sponsored by DreamBox Learning
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Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
Dr. Håkansson’s presentation covers:
- Challenges in learning English
- Using discourse (including the role of productive and receptive language functions)
- Language in the mathematics classroom
- Cognitively-demanding mathematics tasks
- Examples of discourse in the classroom
- Equity and excellence
Learn how to support your English learners while they are learning mathematics. This recored webinar is designed for mathematics educators, administrators, coaches, classroom teachers, as well as mathematics teacher educators.
About the Presenter
Dr. Susie W. Håkansson is Immediate Past-President of TODOS: Mathematics for ALL. She taught high school mathematics, served as a faculty advisor for pre-service students, was a lecturer in the UCLA Department of Mathematics, and has over 30 years of experience providing professional development to PreK-16 mathematics teachers. She was the executive director of the California Mathematics Project (CMP) and a site director prior to that, collaborating with others to design and implement institutes, workshop series, and school site programs for teachers, administrators, parents, and students, particularly programs that focus on providing access to high quality and rigorous mathematics for ALL students, particularly English learners. Dr. Håkansson has been a monitor and evaluator on Improving Teacher Quality and NSF Grants. She is a recipient of the TODOS 2013 Iris M. Carl Leadership and Equity Award, the California Mathematics Council 2009 Walter Denham Memorial Award, and a UCLA 2009 Distinguished Teaching Award.
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