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

Authors

  • Joanne C Caniglia Kent State University
  • Lisa Borgerding Kent State University
  • Michelle Meadows Tiffin University

DOI:

https://doi.org/10.3991/ijet.v12i05.6947

Keywords:

Academic language, information-gap activities, mathematics, Desmos

Abstract


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.

Author Biographies

Joanne C Caniglia, Kent State University

Teaching, Learning, and Curriculum Studies Associate Professor

Lisa Borgerding, Kent State University

Teaching, Learning, and Curriculum Studies Associate Professor

Michelle Meadows, Tiffin University

Undergraduate College Lecturer

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Published

2017-05-31

How to Cite

Caniglia, J. C., Borgerding, L., & Meadows, M. (2017). Strengthening Oral Language Skills in Mathematics for English Language Learners Through Desmos® Technology. International Journal of Emerging Technologies in Learning (iJET), 12(05), pp. 189–194. https://doi.org/10.3991/ijet.v12i05.6947

Issue

Section

Short Papers