04 Andy Brown Translanguaging A multilingual Learning

CUNY NYSIEB

11 Feb 201703:05

Summary

TLDRThe transcript captures a classroom discussion focused on problem-solving strategies, particularly for students with diverse language backgrounds like Spanish and Polish speakers. The teacher emphasizes the importance of translanguaging to enhance understanding and motivation. The lesson involves complex word problems, including mixed numbers with unlike denominators, which are challenging even for proficient English speakers. The goal is to create problems that require students to find missing values, fostering critical thinking and mathematical skills.

Takeaways

📝 The speaker is discussing the importance of adapting word problems for non-English speakers, including Spanish and Polish speakers, to ensure comprehension.
🌟 Translanguaging is highlighted as a beneficial method to help students understand concepts and stay motivated, regardless of their language proficiency.
🔍 The speaker mentions the challenge of word problems being difficult for all students, including native English speakers.
📚 There is a focus on the need to work backwards to solve problems, which is likened to an algebraic approach.
📉 The script describes a specific math problem involving mixed numbers with unlike denominators, which requires finding a common denominator and simplifying before subtraction.
👶 The difficulty of the problems is noted, even for students who are proficient in English.
👩‍🏫 The speaker encourages the use of names in word problems to make them more relatable and engaging for students.
👥 Collaboration is encouraged, with students working in pairs to create and solve their own word problems.
🔢 The importance of giving the total and finding the missing piece in word problems is emphasized for students when creating their own.
👍 The speaker acknowledges the help received from others, such as Matthew, in understanding and translating content for students with different language backgrounds.
🎶 There is a mention of music playing in the background, suggesting a classroom environment that might be using music as part of the learning process.

Q & A

What is the main challenge discussed in the transcript regarding word problems?
-The main challenge is that the word problems written in English are difficult for non-English speakers, including Spanish and Polish speakers, and even for English-speaking children, to understand.
What strategy is mentioned to help students understand word problems better?
-The strategy of translanguaging is mentioned to help students, especially those who are not proficient in English, to understand the concepts behind the word problems.
What does the teacher suggest when adapting word problems for students with different language backgrounds?
-The teacher suggests adapting the word problems to include the names of the students and possibly changing the context to make it more relatable and understandable for them.
Why is it important to save translations when working with multilingual students?
-Saving translations is important to avoid having to redo the work repeatedly and to ensure consistency in the problems presented to the students.
How does the teacher involve parents in the learning process, as seen with Tiffany's mom?
-The teacher acknowledges that parents, like Tiffany's mom who speaks Polish, can be involved in the learning process, and other students, like Matthew, can help with translations.
What mathematical concept is being taught in the context of the 'working backwards' strategy?
-The 'working backwards' strategy involves solving algebraic problems that require adding and subtracting mixed numbers with unlike denominators, finding a common denominator, and simplifying the result.
What is the basic example given to illustrate the 'working backwards' strategy?
-The basic example given is 5 plus 3 plus x equals 10, where the students need to determine the value of x by working backwards from the total.
Why is the 'working backwards' strategy considered more difficult with mixed numbers?
-It is more difficult because it involves dealing with fractions and mixed numbers with unlike denominators, which requires finding a common denominator and simplifying the expression.
What advice does the teacher give to students when creating their own word problems?
-The teacher advises students to create problems where the total is given, and they have to find the missing piece, ensuring that the problem is solvable and logical.
How does the teacher ensure that the word problems are challenging yet solvable for the students?
-The teacher ensures this by designing problems that require students to use their knowledge of algebra and arithmetic to find the missing values in a logical sequence.
What does the teacher emphasize about the importance of understanding the total in word problems?
-The teacher emphasizes that understanding the total is crucial because it helps students to identify what they need to find out and how to structure their problem-solving approach.

Outlines

00:00

📚 Adapting Word Problems for Multilingual Classrooms

The speaker discusses the challenges of teaching word problems in a multilingual classroom setting, emphasizing the importance of translanguaging to help students understand the concepts. They mention the need to adapt problems for Spanish and Polish speakers, as well as for English-speaking students who may also struggle with comprehension. The speaker also talks about personal strategies for incorporating student names into problems to increase engagement and motivation.

Mindmap

Keywords

💡Translanguaging

Translanguaging is a bilingual or multilingual pedagogical approach where students are allowed to use their entire linguistic repertoire to express their thinking and understanding. In the script, it is mentioned as a strategy to help non-English speaking students, such as Spanish and Polish speakers, understand the lesson content better. It is used to make the learning process more inclusive and comprehensible.

💡Word Problem

A word problem is a type of mathematical problem that involves a narrative or real-world scenario, which requires students to translate the narrative into mathematical expressions or equations. In the script, the teacher is trying to adapt word problems for students of different linguistic backgrounds to ensure they understand the context and can solve the problems, highlighting the importance of clear communication in education.

💡Algebra

Algebra is a branch of mathematics that deals with symbols and the rules for manipulating those symbols. It is often introduced to students through word problems that require them to find unknown values. In the script, the teacher refers to a problem that involves algebraic thinking, such as working backwards from a known total to find missing parts, which is a fundamental algebraic skill.

💡Fractions

Fractions represent a part of a whole and are typically written as the ratio of two integers, such as 3/4. In the script, the teacher describes a problem where students have to work with fractions, including adding them and finding a common denominator, which is a key concept in understanding and manipulating fractions.

💡Mixed Numbers

A mixed number is a whole number combined with a fraction, for example, 2 and 1/4. In the script, the teacher mentions mixed numbers with unlike denominators, which requires students to find a common denominator before they can be added or subtracted, showcasing a more complex level of arithmetic.

💡Common Denominator

A common denominator is a multiple of the denominators of two or more fractions that allows for the addition or subtraction of those fractions. In the script, the teacher explains that students had to find a common denominator for two mixed numbers with unlike denominators, which is a crucial step in solving the problem presented.

💡Simplify

To simplify in mathematics means to reduce a complex expression or equation to its simplest form. In the context of the script, after finding a common denominator, students are expected to simplify the resulting fractions, which is an important skill in fraction arithmetic.

💡Total

The term 'total' refers to the sum or whole amount of something. In the script, the teacher instructs students to create word problems where the total is given, and they must find the missing piece, emphasizing the importance of understanding the relationship between parts and the whole in problem-solving.

💡Missing Piece

In the context of the script, the 'missing piece' refers to an unknown part of a mathematical problem that students must determine. The teacher is guiding students to create problems where they have to figure out what part is missing to reach a given total, which is a common type of mathematical reasoning task.

💡Strategy

A strategy in education refers to a method or plan chosen to solve a problem or achieve a goal. The script mentions a specific strategy used in the classroom, which involves working backwards from a known total to find unknown variables, illustrating the teacher's approach to teaching problem-solving skills.

💡Motivation

Motivation in an educational context refers to the drive or desire to engage in learning. The script mentions that translanguaging helps students not only to understand the concept but also to get motivated, suggesting that feeling understood and included can be a powerful motivator for students.

Highlights

Adapting word problems for non-English speakers to enhance comprehension and motivation.

The importance of translanguaging in helping students understand the concept behind word problems.

Strategies for working backwards in problem-solving, akin to algebraic methods.

The challenge of translating and saving work to avoid repetition in educational settings.

Involving students' names in problem-solving to make the learning process more relatable.

The role of peers in assisting with language barriers in a multilingual classroom.

The complexity of mixed numbers and unlike denominators in mathematical word problems.

The necessity of simplifying fractions as part of solving word problems.

Creating word problems that require finding the missing piece of a given total.

The difficulty of word problems for both English proficient and non-proficient students.

The use of music as a tool in the classroom to aid learning.

The practical application of backward working strategies in solving complex word problems.

The significance of understanding the total and finding the missing part in mathematical problems.

The importance of creating relatable and engaging word problems for students.

The value of peer support in overcoming language barriers in educational settings.

The method of involving students in the creation of word problems to enhance learning.

The challenges faced by educators in making word problems accessible to all students.

The innovative use of translanguaging to bridge the gap between language and concept understanding.