Catalogue of the American books in the library of the British museum at Christmas mdccclvi. [With] Catalogue of the Canadian and other British North American books in the library of the British museum at Christmas mdccclvi [and] Catalogue of the Mexican and other Spanish American & West Indian books in the library of the British museum at Christmas 1856 [and] Catalogue of the American maps in the library of the British museum at Christmas 1856
Catalogue of the American books in the library of the British museum at Christmas mdccclvi. [With] Catalogue of the Canadian and other British North American books in the library of the British museum at Christmas mdccclvi [and] Catalogue of the Mexican and other Spanish American & West Indian books in the library of the British museum at Christmas 1856 [and] Catalogue of the American maps in the library of the British museum at Christmas 1856

Author: Henry Stevens

Publisher:

Published: 1866

Total Pages: 648

ISBN-13:

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Mathematics Instruction in Dual Language Classrooms
Mathematics Instruction in Dual Language Classrooms

Author: Marco A. Bravo

Publisher: IAP

Published: 2024-07-01

Total Pages: 226

ISBN-13:

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Language and culture play a critical role in the teaching of mathematics and this role intensifies when considering the teaching of mathematics in dual language classrooms. This book unpacks lessons learned from socio-cultural theory being applied to research of the teaching of mathematics to Emergent Bilinguals with the end of informing practice. Utilizing a socio-cultural lens, authors present the possibilities and limits of the teaching of mathematics in dual language programs (90/10; 50/50 models). Themes of translanguaging, disciplinary literacy instruction, and culturally responsive instruction are leveraged to test the potential of these constructs to assist Spanish/English Emergent Bilinguals access rigorous mathematics content. Authors also present limits to these models, as often they can overshadow the mathematics learning. We embrace a stance where language and literacy are seen as tools for content area learning and not as ends unto themselves.