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Important elements for planning and enacting lessons that support English learners’ participation in mathematics discourse include:
Borgioli, G. (2008). Equity for English language learners in mathematics classrooms. Teaching Children Mathematics, 15(3), 185-191.
Dick, L., White, T., Sztajn, P., Trocki, A., Heck, D., & Herrema, K. (2016). Supporting sense-making with mathematical bet lines. Teaching Children Mathematics, 22(9), 538-545.
Driscoll, M., Heck, D.J., & Malzahn, K.A. (2012). Knowledge for teaching English language learners mathematics: A dilemma. In S. Celedon-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs (pp. 163-181). Reston, VA: National Council of Teachers of Mathematics.
Echevarria, J., Frey, N., & Fisher, D. (2015). What it takes for English learners to succeed. Educational Leadership, 22(6), 22-26.
Hufferd-Ackles, K., Fuson, K.C., & Sherin, M.G. (2004). Describing levels and component of a math-talk learning community. Journal for Research in Mathematics Education, 35, 81-116.
Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners.
Mathematical Thinking and Learning, 4, 189-212.
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
Ramirez, N. & Celedon-Pattichis, S. (2012). Second language development and implications for the mathematics classroom. In S. Celedon-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs (pp. 19-37). Reston, VA: National Council of Teachers of Mathematics.
Sztajn, P., Heck, D., & Malzahn, K. (2013). Project AIM: All included in mathematics: Year three annual report. Raleigh, NC: North Carolina State University & Horizon Research.
Trocki, A., Taylor, C., Starling, T., Sztajn, P., & Heck, D. (2015). Launching a discourse-rich mathematics lesson. Teaching Children Mathematics, 21(5), 276-281.
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