Don’t forget to frontload math language concepts, words, and all needed info to your students before the lessons and make sure to add language objectives to your lesson plan. Find the great resources for math lessons in English language here at https://ket.pbslearningmedia.org/collection/peg-cat/?utm_source=PBSEDU&utm_medium=email&utm_campaign=days_2017#.WhRbF7Q-fUI
The approach works across a variety of content areas — including story problems in math. In a 2011 study with 97 third- and fourth-graders, kids trained in the method solved 44 percent of math problems versus 33 percent for those in a control group. The trained kids were also much less likely (38 percent versus 61 percent) to mistakenly use irrelevant information in their calculations.
Word problems are notoriously hard for many students. “Kids sort of give up on trying to figure out what the meaning is and go right to playing with the numbers,” Glenberg explains. What the embodied approach does, he says, is help them develop “a sensorimotor representation” of the math problem. It “forces you to imagine the situation and that makes doing the math much easier.”
The same is true in reading. Many kids are able to sound out the text, but don’t actually understand it. This is particularly true of English language learners, Glenberg says. He has been testing the EMBRACE system for such students in the U.S. and in China. In a 2017 study with 93 native Spanish-speaking children in Arizona, he reports a “large positive benefit in story comprehension.” An enhanced version of the system offers some basic support in child’s native language.
Read How Seeing and Using Gestures Make Ideas More Memorable at https://ww2.kqed.org/mindshift/2017/10/25/how-seeing-and-using-gestures-make-ideas-more-memorable/
Interesting connection boosting STEM for ELS: Increasing math instruction for ELLs could boost literacy skills at http://www.educationdive.com/news/increasing-math-instruction-for-ells-could-boost-literacy-skills/506385/
Interesting reading! More in How US kids’ problems with fractions reveal the fascinating link between language and maths at https://digest.bps.org.uk/2017/09/27/how-us-kids-problems-with-fractions-reveal-the-fascinating-link-between-language-and-maths/
A good reading for teachers who are interested in content English in How to make math a key part of your ELL curriculum at https://www.eschoolnews.com/2017/09/25/make-math-key-part-ell-curriculum/
Super interesting research findings in Bilingual People’s Brains Process Arithmetic in a Quirky Way, Study Shows at https://www.sciencealert.com/bilinguals-use-different-parts-of-their-brain-to-solve-arithmetic-in-each-language
Tell Your Math Teacher Colleagues: The bilingual brain calculates arithmetic differently depending on the language20/09/2017
Read about a fascinating study at https://medicalxpress.com/news/2017-09-bilingual-brain-arithmetic-differently-language.html. Excerpt:
The study documents for the first time, with the help of brain activity measurements and imaging techniques, the demonstrable cognitive “extra effort” required for solving arithmetic tasks in the second language of instruction. The research results clearly show that calculatory processes are directly affected by language.