The Role of Dynamic Representational Technology in Quantitative Reasoning for English Language Learners

• In Event: Moscone Center North Roundtable Session 1
  In Roundtable Session: Cultural and Language Resources in the Teaching and Learning of Mathematics

Abstract

This paper describes how a function-based dynamic representational technology (DRT) supports middle school English Language Learners in engaging in the CCSS-MP2 “reason abstractly and quantitatively.” We report on the findings of a 3-year long study, including the coding scheme we developed to code for MP2 as students engage interactively with an algebraic problem in a facilitated working session. We show the ways pairs students engage in MP2 differently when using the resources afforded by a DRT as they make sense of and quantify a racing context.

Authors

• Teresa Lara-Meloy, TERC

• Hee-Joon Kim, SRI International

• Philip J. Vahey, Houghton Mifflin Harcourt

• William Carl Zahner, San Diego State University