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Integrating Math in the ESOL Curriculum MATH FOR ALL.

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Presentation on theme: "Integrating Math in the ESOL Curriculum MATH FOR ALL."— Presentation transcript:


2 Integrating Math in the ESOL Curriculum MATH FOR ALL

3 This Curriculum is dedicated to Gail Macdonald A dear friend and colleague whose passion and commitment to education helped many adults of Boston in English, Mathematics and beyond. She will be greatly missed.

4 Program Mission Statement The mission of the Boston Public Schools’ Department of Adult Education is to provide a variety of high quality educational services to BPS parents, children, employees, and Boston residents to develop their educational status, political status, economic status and lives.

5 Boston Public Schools Acceleration Agenda for all students   Algebra by Grade 8   Problem Solving Skills   English Language Learners acquire academic language mastery and fluency

6 Mathematical Reasoning & Problem Solving Skill that most highly relates to economic success in the U.S. Vital skill to negotiate the demands of every day life at home and in the workplace Essential for entrance to post- secondary and/or training programs

7 Indicators of Need Math is part of everyone’s daily living, for example recognizing values of American coins and bills; balancing a checkbook; reading dosages on medicine etc. Adult students need to help their children with homework. Exposure to data, graphs, charts and schedules are everywhere. i.e. the news, the bus stop, school choice information

8 Adult Ed Learner Survey Why should Math be taught in ESOL?

9 Second Language Acquisition BICS - Basic Interpersonal Communication Skills Typically takes 1 – 3 years to develop. CALPS – Cognitive Academic Language Proficiency Skills Typically takes 5-7 years to develop. *research done on children; very little on adults

10 Evidence of Need Observations from teachers at the Family Literacy Program and feedback from students have shown: 1. Students are not equipped to further their education due to gaps in their math vocabulary and concepts in English.

11 2.Students have difficulties communicating their abilities due to lack of ability to transfer skills Math concepts are universal. The language of Math is not.

12 The concept 2 + 2 = 4 is universal. The English expression two plus two equals four is not.

13 $32,400 United States and Canada $32.400 Much of the world

14 Written numbers

15 Alternative Long Division

16 U.S. Money

17 Measurement

18 Word Problems Colleen had $697 in the bank. She purchased a new stereo system for $368. How much does she have left in the bank?

19 Strategies & Interventions Scaffolding

20 Strategies & Interventions Actively teach vocabulary Classroom instruction Word walls Sentence Frames Hallway posters

21 Strategies & Interventions Use Visuals Graphs Charts Models Real objects Manipulatives

22 Strategies & Interventions Provide opportunities to work within a group to solve math problems –Practice language –Teach one another –Learn from each other –Become more active learners

23 Strategies & Interventions Share cross-culturally that there are many ways to arrive at the solution

24 Content-Rich ESOL Research has shown that both Math and English can be learned simultaneously when learning focuses on math demands that adults face as parents, workers, and members of the community.

25 Strategies & Interventions Use “Life Skill” Math Adding and subtracting to balance a checkbook or bank account Read and write numbers Use coupons (U.S. culture) Read classified advertisements Fill out forms Read pay stubs Comparison shop

26 The Integration  Math is already used in current ESOL curricula!!! Where else is math in the ESOL curriculum? Where else is math in every day life?

27 The Integration A formalized, progressive math curriculum will: 1.Provide vocabulary and definitive concepts to be taught at a specific level, and allow teachers to build on students’ prior knowledge. 2.Better prepare students for ‘Next Steps’ after their ESOL classes - employment, training, ABE, ADP, GED or college.

28 Developing the Curriculum –Level 1 introduces the concept of graphs »Exposure to visuals »Creating simple bar graphs ex: # of students from each country »How to read and understand graphs –Level 2 continues exposure to bar graphs and introduces other types of graphs such as line graphs or pie charts. –Etc. Example Topic The Curriculum will be Cumulative. *** Each math lesson can be connected to and is within the context of language instruction. ***

29 Math Concepts Across Levels



32 The Curriculum The goal is to introduce math VOCABULARY – math abilities are an added benefit. Exposure should be everywhere! –Posters in hallways –Guest speakers –Family Literacy connections »Books »Parenting activities

33 Resources Curriculum guide Children’s Books Math Manipulatives Sample Lesson plans Supplemental worksheets Excel with upper levels (computer lab time) Websites

34 Resources

35 The End

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