Memo 6

            The article mentions that the typical math classroom is really teacher-centered. Brenner (1994) claimed, “Teacher lectures occurred in slightly more than half of the class days” (p. 234). The teacher lectures over half of the period and the class does not have time for group discussions guided by the teacher. In fact, students do not have time to communicate with others in a math classroom. Furthermore, seat arrangement in a typical classroom is usually in rows, and this prevents students from working together in groups. Thus, this can impede the students learning from others because of the lack of communication throughout the class.

            English Learners (ELs) started making transition in to learning English when they were at a very really early age. Brenner (1994) advised, “In a number of schools this transition occurs first in mathematics in the mistaken belief that mathematics is a universal language or entails minimal language use” (p.234). This can be an issue for English learners. Schools assumed that the students already have enough background to comprehend mathematics in English. Furthermore, they believed that math is a universal language, which can be taught to anyone, but they have forgotten that the language in mathematics is in ENGLISH. For example, if a student is given a math problem with just a figure and it asks the students to “arrange the letter from least to greatest order,” but what does this mean to them when they can’t even comprehend the problem because of lack of understanding in the English language. Hence, this can be a big issue because schools believe that mathematics is a universal language that can be understood with minimal understanding of the English Language, but this is wrong.

            The reading suggests that teacher should act as an orchestrator or a facilitator when they are teaching. By doing so, the teacher can provide scaffolds to help the students while they are working in groups or individually. Furthermore, by providing assistance to the students, they are more likely to attain the upper limit of the zone of proximal development (ZPD). Brenner (1994 claimed, “Particular emphasis is given to ways in which the teacher can enhance students’ expression of their ideas orally, in writing and in the course of peer discussion” (p. 240). By acting as a facilitator, the teacher can help the students enhance their performance in presenting themselves orally. Not just orally, the students will also be able to form their own conjectures, examples, and counter examples when they have proper scaffolds from the teacher. Therefore, it is more likely that the students will gain intellectual growth/academic excellence in mathematics if they receive scaffolds from the teacher.

            In order to provide equity to the students in learning mathematics, the schools must give instructions in a way that is assessable for all students. Brenner (1994) mentioned, “Hence, the research on bilingual education indicates that LEP students are likely to be better off receiving instruction in their native language” (p. 256). The schools can teach mathematics in the students’ second language, so that it’s more accessible for them because they might have troubles understanding mathematics with English instructions. This means that they cannot understand the math if they the language is confusing for them. Therefore, it’s better off providing students mathematics instruction in their native language.

           

            The schools can also implement projects like the Algebra Project (Implemented by Moses). The project included all kinds of preparation for high school algebra. For example, the projects included parent involvements for helping teachers raise the students’ expectations. Furthermore, the curriculum was more emphasis on the students’ cultures and the Spanish Language. It also made it culturally relevant to the students, which interested the students to learn the contents. This can be another way to promote equity in a classroom because it provides activities that are culturally relevant to the students. Thus, we need to implement activities that are culturally relevant to the students.