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)
978-1-4758-5309-4 • eBook • February 2020 • $29.50 • (£25.00)
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)