Abstract
Things I Notice is a 3-phase approach to teaching mathematics. In this approach, teachers engage students in deliberately examining and interrogating features of mathematical representations or problem structures by providing independent noticing/thinking time, partner discussion time, and whole-class discussion time. The chapter includes a vignette of a high school teacher who uses the Things I Notice approach with a group of English Language Learners with varied proficiency levels in English. The authors also provide examples of ways in which Things I Notice can be enacted in a classroom to help English Language Learners engage as members of a community of mathematical discourse while supporting their oral academic language development. Finally, the authors provide practical guidelines for selecting and designing Things I Notice tasks, facilitating the approach, and using students’ responses, both verbal and written, to inform instruction.
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Perry, J.A., Wassell, B. (2019). Keying English Learner Students into Mathematical Content: The Things I Notice Approach. In: de Oliveira, L.C., Obenchain, K.M., Kenney, R.H., Oliveira, A.W. (eds) Teaching the Content Areas to English Language Learners in Secondary Schools. English Language Education, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-030-02245-7_7
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