As has been typical over our careers—we seem to be thinking about some version of similar ideas at the same time ☺️. Just yesterday, as I was watching the standardized test results for the students I work with in math intervention (results that are inconsistent in reflecting the growth students have made In constructing their own sense for number) my thoughts went to language and how uneven the testing playing field becomes in math when a student does not grasp the language of what is being asked of them as mathematicians. I am very much looking forward to reading the ideas you are formulating about these connections and your insights on what we could do.
Cristina, me too! Our dialog is so rich. And I think I may be onto something with having learned about language positive classrooms. I will be posting about what that means in 2 or 3 of this series. Take good care.
Looking forward to your new and evolving thoughts!
As has been typical over our careers—we seem to be thinking about some version of similar ideas at the same time ☺️. Just yesterday, as I was watching the standardized test results for the students I work with in math intervention (results that are inconsistent in reflecting the growth students have made In constructing their own sense for number) my thoughts went to language and how uneven the testing playing field becomes in math when a student does not grasp the language of what is being asked of them as mathematicians. I am very much looking forward to reading the ideas you are formulating about these connections and your insights on what we could do.
Cristina, me too! Our dialog is so rich. And I think I may be onto something with having learned about language positive classrooms. I will be posting about what that means in 2 or 3 of this series. Take good care.