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Math for ELLs

As Easy as Uno, Dos, Tres

Jim Ewing

Do you teach math to Spanish-Speaking ELLs (especially K-8)? If so, Math for ELLs is for you. There is a myth that “math is math” and there is no language involved; yet ELLs are not doing well in this subject. About three quarters of ELLs speak Spanish at home--this book focuses on these students. Make math come alive for Spanish-speaking ELLs. You will grasp the strategies as easy as “uno, dos, tres!”
  • Details
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  • Author
  • Author
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  • TOC
  • Reviews
  • Reviews
Rowman & Littlefield Publishers
Pages: 140 • Trim: 6½ x 9
978-1-4758-5307-0 • Hardback • February 2020 • $59.00 • (£45.00)
978-1-4758-5308-7 • Paperback • February 2020 • $31.00 • (£25.00)
Subjects: Education / Multicultural Education, Education / Student Life & Student Affairs, Education / Teaching Methods & Materials / General, Education / Teaching Methods & Materials / Mathematics
Dr. Jim Ewing is an expert in how to teach math to ELLs. With past experience as a teacher and administrator, Jim has won teaching awards as a professor, and he travels the country to present motivating workshops for teachers (EwingLearning.com).

Preface

Introduction

Chapter 1: Positive Math Mindset

Chapter 2: Providing Access

Chapter 3: Developing Language

Chapter 4: Productive Struggle

Chapter 5: Assessment

Chapter 6: Putting It All Together

Appendices

Appendix A (Positive Math Mindset)

Appendix B (Provide Access)

Appendix C (Developing Language)

Appendix D (Productive Struggle)

Appendix E (Assessment)

Appendix F (Putting It All Together)

Appendix G (Checklists)

References

About The Author

While the number of English language learners (ELLs) enrolled in American schools has grown exponentially over the past several decades, schools' ability to serve them has not always kept pace. With Math for ELLs Ewing (Stephen F. Austin State Univ.) has created a primer that will help classroom practitioners and those involved in teacher education understand and meet the needs of ELLs in the classroom. The book begins with an introduction explaining the needs and characteristics of ELLs; subsequent chapters deal with relevant topics, including fostering a positive math mindset, providing access to content, developing language, engaging ELLs in productive struggle, assessment, and putting all these components together. There is a collection of appendixes at the end of the work that provide concrete and practical ways to better serve ELLs, building on the study's integration of theory and practice. . . this book is invaluable to both pre-service and in-service teachers, as well as those studying bilingual education and English for Speakers of Other Languages (ESOL). Summing Up: Highly recommended. Upper-division undergraduates through faculty; professionals.


— Choice Reviews


Dr. Ewing’s new book is a breakthrough! It has a rare blend of evidence, real stories, practical applications and myth-busting. Any school (or teacher) with second language students will relish the valuable tools and strategies that raise the love of math and boost student learning.
— Eric Jensen, author of Teaching with the Brain in Mind, and international consultant on brain-based learning


From Children’s literature suggestions to instructional tips, this book offers specific, research-based suggestions to support Emergent bilinguals to become confident, competent doers of mathematics. An excellent classroom resource, and great for a book study!
— Jennifer Bay-Williams, National leader, author in mathematics education


Dr. Ewing combines his experience of serving as a practitioner, including teaching experience in Spain, with years of study and research. Using the term EBs (emergent bilinguals) rather than ELLs, he teaches us to place our focus on what students CAN do and build from there. Thank you Dr. Ewing for sharing your passion for improving how we provide the best math instruction for Spanish speaking students. This book will no doubt change the course of success for many students in years to come!
— Belinda Neal, EdD, Associate Executive Director for Instruction Texas Elementary Principals and Supervisors Association (TEPSA)


Dr. Ewing offers a fresh perspective on instructional and relational skills that teachers can employ to elevate non-English speaking students’ success in math, and he provides specific action steps to guide teachers through implementation. As classrooms become increasingly multicultural, these practices will be critical for the teaching profession and growth of students.
— Rhonda McCallie, Med, CIA Coordinator Region 7 Education Service Center (Kilgore, TX)


Math for ELLs

As Easy as Uno, Dos, Tres

Cover Image
Hardback
Paperback
Summary
Summary
  • Do you teach math to Spanish-Speaking ELLs (especially K-8)? If so, Math for ELLs is for you. There is a myth that “math is math” and there is no language involved; yet ELLs are not doing well in this subject. About three quarters of ELLs speak Spanish at home--this book focuses on these students. Make math come alive for Spanish-speaking ELLs. You will grasp the strategies as easy as “uno, dos, tres!”
Details
Details
  • Rowman & Littlefield Publishers
    Pages: 140 • Trim: 6½ x 9
    978-1-4758-5307-0 • Hardback • February 2020 • $59.00 • (£45.00)
    978-1-4758-5308-7 • Paperback • February 2020 • $31.00 • (£25.00)
    Subjects: Education / Multicultural Education, Education / Student Life & Student Affairs, Education / Teaching Methods & Materials / General, Education / Teaching Methods & Materials / Mathematics
Author
Author
  • Dr. Jim Ewing is an expert in how to teach math to ELLs. With past experience as a teacher and administrator, Jim has won teaching awards as a professor, and he travels the country to present motivating workshops for teachers (EwingLearning.com).
Table of Contents
Table of Contents
  • Preface

    Introduction

    Chapter 1: Positive Math Mindset

    Chapter 2: Providing Access

    Chapter 3: Developing Language

    Chapter 4: Productive Struggle

    Chapter 5: Assessment

    Chapter 6: Putting It All Together

    Appendices

    Appendix A (Positive Math Mindset)

    Appendix B (Provide Access)

    Appendix C (Developing Language)

    Appendix D (Productive Struggle)

    Appendix E (Assessment)

    Appendix F (Putting It All Together)

    Appendix G (Checklists)

    References

    About The Author

Reviews
Reviews
  • While the number of English language learners (ELLs) enrolled in American schools has grown exponentially over the past several decades, schools' ability to serve them has not always kept pace. With Math for ELLs Ewing (Stephen F. Austin State Univ.) has created a primer that will help classroom practitioners and those involved in teacher education understand and meet the needs of ELLs in the classroom. The book begins with an introduction explaining the needs and characteristics of ELLs; subsequent chapters deal with relevant topics, including fostering a positive math mindset, providing access to content, developing language, engaging ELLs in productive struggle, assessment, and putting all these components together. There is a collection of appendixes at the end of the work that provide concrete and practical ways to better serve ELLs, building on the study's integration of theory and practice. . . this book is invaluable to both pre-service and in-service teachers, as well as those studying bilingual education and English for Speakers of Other Languages (ESOL). Summing Up: Highly recommended. Upper-division undergraduates through faculty; professionals.


    — Choice Reviews


    Dr. Ewing’s new book is a breakthrough! It has a rare blend of evidence, real stories, practical applications and myth-busting. Any school (or teacher) with second language students will relish the valuable tools and strategies that raise the love of math and boost student learning.
    — Eric Jensen, author of Teaching with the Brain in Mind, and international consultant on brain-based learning


    From Children’s literature suggestions to instructional tips, this book offers specific, research-based suggestions to support Emergent bilinguals to become confident, competent doers of mathematics. An excellent classroom resource, and great for a book study!
    — Jennifer Bay-Williams, National leader, author in mathematics education


    Dr. Ewing combines his experience of serving as a practitioner, including teaching experience in Spain, with years of study and research. Using the term EBs (emergent bilinguals) rather than ELLs, he teaches us to place our focus on what students CAN do and build from there. Thank you Dr. Ewing for sharing your passion for improving how we provide the best math instruction for Spanish speaking students. This book will no doubt change the course of success for many students in years to come!
    — Belinda Neal, EdD, Associate Executive Director for Instruction Texas Elementary Principals and Supervisors Association (TEPSA)


    Dr. Ewing offers a fresh perspective on instructional and relational skills that teachers can employ to elevate non-English speaking students’ success in math, and he provides specific action steps to guide teachers through implementation. As classrooms become increasingly multicultural, these practices will be critical for the teaching profession and growth of students.
    — Rhonda McCallie, Med, CIA Coordinator Region 7 Education Service Center (Kilgore, TX)


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