The meaning that students develop for a mathematical idea is closely entwined with the way they use language to reason about the idea and learn to translate among words, symbols, and meanings of that idea (Vygotsky, 1962; Schleppegrell, 2004; Cummins, 1980; Pimm, 1995; Solomon & Rhodes, 1995). Discussion-based lessons, such as Math Pathways & Pitfalls®, support language development. As Khisty (1992, 1995) points out, students develop language by talking.
Math Pathways & Pitfalls teaching guides help teachers anticipate language confusion and support communication to ensure that multilingual learners have access to the discussion. In addition to fostering oral communication, Math Pathways & Pitfalls lessons help students learn to comprehend complex mathematical text and to write mathematical explanations. To support vocabulary development, lessons open with a quick review of important mathematical words, including examples of how they are used. Finally, the Discussion Builders posters elicit increasingly more sophisticated use of academic language and reasoning as students progress through the grades.
Findings From Studies
A Descriptive Analysis of Math Pathways and Pitfalls in a Latina/o Bilingual Classroom
Abstract: This paper describes findings of a qualitative study of the implementation of Math Pathways & Pitfalls in an urban, bilingual classroom that is predominantly Latina/o. Analysis of videotaped Math Pathways & Pitfalls lessons both confirms earlier findings of the positive effects of Math Pathways & Pitfalls with bilingual learners and provides insights of characteristics of mathematics learning environments that support Latina/o students. The discussion links the positive effects of Math Pathways & Pitfalls to principles of effective instruction with bilingual learners; thus, demonstrates how mathematics teaching can incorporate these principles.