Fostering Mathematical Inquiry with Language Independent Board Games

Authors

  • Michael Todd Edwards Miami University
  • Zheng Yang Sichuan University—Pittsburgh Institute
  • Jingyi Zeng Miami University

Keywords:

English language learners, ELLs, Language-independent math games

Abstract

The authors discuss an approach for engaging students in mathematical problem solving and argumentation in a manner that supports all learners, including those for whom English is a non-native language (i.e., ELLs). Building on the work of Norval and Castaneda (2020), Wanko (2017), and others, the authors engage students in a language-independent game, Where are the Cherries?. English-speaking students learn the rules of the game as they analyze an instructional video in Chinese. Students strengthen their problem solving skills as they develop a greater appreciation of the language challenges that ELL classmates face on a daily basis.

References

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National Governors Association (NGA) Center for Best Practices & Council of Chief State School Officers (CCSSO). (2010). Common core state standards for mathematics. Washington, DC: Author.

Noddings, N. (1984). Caring, a feminine approach to ethics and moral education. Berkeley: University of California Press.

Norval, B. (2019a). ELL Corner: Can we change mathematics test items to be more equitable to ELLs? (Part 1 of 3). Ohio Journal of School Mathematics 82, 29–35.

Norval, B. (2019b). ELL Corner: How to Modify Test Items for ELLs: What Research Says (Part 2 of 3). Ohio Journal of School Mathematics 83, 16–24.

Norval, B. & Castaneda, M. (2020). ELL Corner: Linguistic Modifications in Action (Part 3 of 3). Ohio Journal of School Mathematics 84, 1–18.

Wanko, J. (2017). Teaching Inductive Reasoning with Puzzles. Mathematics Teacher, 110(7), 514–519. doi:10.5951/mathteacher.110.7.0514

Wells C. (2003). A handbook of mathematical discourse. Case Western Reserve University.

Yoon, B. (2008). Uninvited Guests: The Influence of Teachers’ Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom. American Educational Research Journal, 45(2), 495–52

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Published

2022-08-26

How to Cite

Edwards, M. T., Yang, Z., & Zeng, J. (2022). Fostering Mathematical Inquiry with Language Independent Board Games. Ohio Journal of School Mathematics, 91(1), 17–28. Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/9203

Issue

Section

Articles