Scaffolding English language learners' mathematical talk in the context of Calendar Math

References

• Abedi, J., & Herman, J. (2010). Assessing english language learners' opportunity to learn mathematics: Issues and limitations. The Teachers College Record, 112, 723–746.
   Web of Science ®Google Scholar
• Boyd, M. P., & Rubin, D. L. (2002). Elaborated student talk in an elementary ESOL classroom. Research in the Teaching of English, 36, 495–530.
   Web of Science ®Google Scholar
• Boyd, M. P., & Rubin, D. (2006). How contingent questioning promotes extended student talk: A function of display questions. Journal of Literacy Research, 38, 141–169.
   Web of Science ®Google Scholar
• Brock, C. A. (1986). The effects of referential questions on ESL classroom discourse. TESOL Quarterly, 20, 47–59.
   Web of Science ®Google Scholar
• Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
   Google Scholar
• Chamot, A. U., & O'Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21, 227–249.
   Web of Science ®Google Scholar
• Creswell, J. D. (2007). Qualitative inquiry and research design: Choosing among the five approaches (2nd ed.). London, England: Sage.
   Google Scholar
• Dominguez, H. (2011). Using what matters to students in bilingual mathematics problems. Educational Studies in Mathematics, 76, 305–328.
   Web of Science ®Google Scholar
• Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. The Journal of Educational Research, 99, 195–211.
   Web of Science ®Google Scholar
• Hakuta, K., Butler, G. Y., & Witt, D. (2000). How long does it take learners to attain English proficiency? Santa Barbara, CA: University of California Linguistic Minority Research Institute.
   Google Scholar
• Hansen-Thomas, H. (2009). Reform-oriented mathematics in three 6th grade classes: How teachers draw in ELLs to academic discourse. Journal of Language Identity and Education, 8, 88–106.
   Web of Science ®Google Scholar
• Houghton Mifflin Harcourt. (2012). Every day counts: Calendar math. Boston, MA: Author.
   Google Scholar
• Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81–116.
   Web of Science ®Google Scholar
• Kena, G., Aud, S., Johnson, F., Wang, X., Zhang, J., Rathbun, A., & Kristapovich, P. (2014). The condition of education 2014 (NCES 2014-083). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
   Google Scholar
• Khisty, L., & Chval, K. (2002). Pedagogic discourse and equity in mathematics: When teachers' talk matters. Mathematics Education Research Journal, 14(3), 4–18.
   Google Scholar
• Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 29–63.
   Web of Science ®Google Scholar
• Marshall, C., & Rossman, G. B. (2010). Designing qualitative research (5th ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• McNeil, L. (2012). Using talk to scaffold referential questions for English language learners. Teaching and Teacher Education, 28, 396–404.
   Web of Science ®Google Scholar
• Merritt, E. G., Palacios, N., Banse, H., Rimm-Kaufman, S. E., & Leis, M. (In press). Teaching practices in fifth grade mathematics classrooms with high-achieving English learner students. Journal of Educational Research.
   Google Scholar
• Moschkovich, J. N. (1999). Supporting the participation of English language learners in mathematical discussions. For the Learning of Mathematics, 19, 11–19.
   Google Scholar
• Moschkovich, J. N. (2007). Beyond words to mathematical content: Assessing English learners in the mathematics classroom. In A. Schoenfeld (Ed.), Assessing mathematical proficiency (pp. 345–352). New York, NY: Cambridge University Press.
   Google Scholar
• Moschkovich, J. N. (2013). Principles and guidelines for equitable mathematics teaching practices and materials for English language learners. Journal of Urban Mathematics Education, 6, 45–57.
   Google Scholar
• National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
   Google Scholar
• National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for mathematics. Washington, DC: Author.
   Google Scholar
• O'Connor, M. C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly, 24, 318–318.
   Web of Science ®Google Scholar
• Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Rimm-Kaufman, S. E., Larsen, R. A., Curby, T. W., Baroody, A. E., Merritt, E. G., Abry, T.S., Ko, M., Thomas, J., & DeCoster, J. (2014). Efficacy of the Responsive Classroom approach: Results from a 3-year, longitudinal randomized controlled trial. American Educational Research Journal, 51(3), 567–603.
   Web of Science ®Google Scholar
• Shomoossi, N. (2004). The effect of teachers' questioning behavior on EFL classroom interaction: A classroom research study. The Reading Matrix, 4, 96–104.
   Google Scholar
• Short, D., & Echevarria, J. (1999). The sheltered instruction observation protocol: A tool for teacher-researcher collaboration and professional development. Washington, DC: Center for Research on Education, Diversity & Excellence.
   Google Scholar
• Staples, M., & Truxaw, M. (2010). The Mathematics learning discourse project: Fostering higher order thinking and academic language in urban mathematics classrooms. Journal of Urban Mathematics Education, 3, 27–56.
   Google Scholar
• Turner, E., Dominguez, H., Maldonado, L., & Empson, S. (2013). English Learners' participation in mathematical discussion: Shifting positioning and dynamic identities. Journal for Research in Mathematics Education, 44, 199–234.
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MD: Harvard University Press.
   Google Scholar
• Wenger, E. (1998). Practice. In E. Wenger (Ed.), Communities of practice: Learning, meaning, and community (pp. 43–102). New York, NY: Cambridge University Press.
   Google Scholar
• White, D. (2003). Promoting productive mathematical classroom discourse with diverse students. Journal of Mathematical Behavior, 22, 37–53.
   Google Scholar
• World-Class Instructional Design and Assessment. (2011). WIDA ACCESS Placement Test. Madison, WI: Board of Wisconsin Center for Educational Research.
   Google Scholar
• Yin, R. K. (Ed.). (2003). Case study research: Design and methods (Vol. 5). Thousand Oaks, CA: Sage.
   Google Scholar