The DOI matches its Crossref record; 23 of the 28 references it cites were found in a registry or an index.
Creating a Middle School Mathematics Curriculum for English-Language Learners
Abstract
Hispanic English-language learners and other students learning English are failing in K–12 mathematics. The field has not responded with mathematics curricula designed for this population, especially at the middle grades. In response to this academic crisis, the Help with English Language Proficiency (HELP) Math program for middle school students was created. HELP Math is a Web-based supplemental curriculum composed of a series of rich interactive lessons that essentialize mathematical vocabulary and academic concepts so that students can better understand the content. As a vehicle for informing the field about designing mathematics curricula specifically for this population of students, the authors track the journey from conceptualization through research and implementation of this supplemental curriculum, with a particular focus on the key challenges and lessons learned.
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“Most mathematics education preparation programs do not emphasize the instructional skills mathematics teachers need to address and meet the needs of ELLs (de Jong & Harper, 2005; Ernst-Slavit & Slavit, 2007; Freeman & Crawford, 2008).”
From Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs (2017) · cites this paper as Freeman & Crawford, 2008
In the citing paper
“or English language learners (ELLs), mathematics can be more challenging than other subjects, as there is an emphasis on both the language of words and the symbols of mathematics (Freeman & Crawford, 2008; Harper & de Jong, 2004; Moschkovich, 2002; Swanson, 2015).”
From Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs (2017) · cites this paper as Freeman & Crawford, 2008
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Metadata
- Authors
- Freeman, B., & Crawford, L.
- Affiliations
- Fielding Graduate University (US)
- University of Colorado Colorado Springs (US)
- Corresponding author
- Freeman, Barbara
- ORCID
- Crawford, Lindy
- Venue
- Remedial and Special Education
- Publisher
- SAGE Publications
- Published
- 2008-01
- Volume
- 29
- Issue
- 1
- Pages
- 9-19
- ISSN
- 0741-9325 (ISSN-L)
- 1538-4756
- OpenAlex
- W2162776762
- Cited by
- 61
- References
- 28
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 3 · 2023: 5 · 2022: 1 · 2021: 5 · 2020: 2 · 2019: 2 · 2018: 1 · 2017: 4 · 2016: 4 · 2015: 6 · 2014: 3 · 2013: 2 · 2012: 6
- FWCI
- 21.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Remedial and Special Education (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Social Sciences › Education › Mathematics Education and Pedagogy
- Keywords
- English language learners, mathematics curriculum design, junior high school mathematics, Hispanic students, mathematical terminology, academic language, curriculum implementation
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
