Strengthening Oral Language Skills in Mathematics for English Language Learners Through Desmos® Technology

A major focus of teaching English Language Learners (ELL) in mathematics classrooms is to provide multiple opportunities for students to use authentic language. Barrier games offer ELLs a balance between productive (speaking, writing) and receptive (listening, reading) language. In a barrier game, s...

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Bibliographic Details
Published in:International journal of emerging technologies in learning 2017-01, Vol.12 (5), p.189
Main Authors: Caniglia, Joanne C, Borgerding, Lisa, Meadows, Michelle
Format: Article
Language:English
Subjects:
English as a second language
English as a second language learning
English language learners
Language
Mathematics
Polygraphs
Students
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Summary:A major focus of teaching English Language Learners (ELL) in mathematics classrooms is to provide multiple opportunities for students to use authentic language. Barrier games offer ELLs a balance between productive (speaking, writing) and receptive (listening, reading) language. In a barrier game, students work in pairs to complete an information gap activity where learners are missing the information they need to complete a task and need to talk to each other to find it. With Desmos®’ Polygraph program, students are provided online tools for transforming informal language into formal language similar to a Barrier Game. Following a background of barrier games in mathematics, this article will provide a detailed description of Polygraph and its potential for all students to learn and apply authentic mathematical language.
ISSN:1863-0383
1863-0383
DOI:10.3991/ijet.v12i05.6947