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Mathematics  \nNCELA Teaching Practice Brief  \nPractice Brief on Effective Instructional Practices and Examples for Teaching Math to English Learners  \nThis is the third publication in a series of briefs that are designed to highlight promising practices for educators and other staff who support English learners (ELs) and their families with English language acquisition and the maintenance of native languages.  \nNational Clearinghouse for English Language Acquisition (NCELA) Practice Brief on Teaching Mathematics to English Learners—Effective instructional practices and examples. This report was produced under U.S. Department of Education Contract No. GS-10F- 0201T-National Clearinghouse for English Language Acquisition (NCELA) with Manhattan Strategy Group. Melissa Escalante served as the contracting officer’s representative. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred.  \nU.S. Department of Education  \nOffice of English Language Acquisition  \nJanuary 2021  \nThis report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be U.S. Department of Education, Office of the English Language Acquisition, Integration of English Language while Teaching Mathematics., Washington, D.C., 2020.  \nThis report is available on the Department’s website at [https://ncela.ed.gov/teacher-resources](https://ncela.ed.gov/teacher-resources)  \nAvailability of Alternate Formats  \nOn request, this publication is available in alternate formats, such as Braille, large print, or computer diskette. For more information, please contact the Department’s Alternate Format Center at 202-260-0852 or by contacting the 504 coordinator via e-mail [at](at ofo_eeos@ed.gov)[ ](at ofo_eeos@ed.gov)[ofo_eeos@ed.gov](at ofo_eeos@ed.gov).  \nNotice to Limited English Proficient Persons  \nIf you have difficulty understanding English, you may request language assistance services for Department information that is available to the public. These language assistance services are available free of charge. If you need more information about interpretation or translation services, please call 1–800–USA–LEARN (1-800-872-5327) (TTY: 1-800-877-8339), email us at [Ed.Language.Assistance@ed.gov](Ed.Language.Assistance@ed.gov), or write to U.S. Department of Education, Information Resource Center, 400 Maryland Ave., SW, Washington, DC 20202.  \nThis document contains examples and resource materials that are provided for the user’s convenience. The inclusion of any material is not intended to reflect its importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses, and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials. Mentions of specific programs or products in these examples are designed to provide clearer understanding and are not meant as endorsements.  \nIntroduction................................................................................................................................... 1  \n1. Embrace asset beliefs that position and support English learners as full participants in mathematical learning............................................................................................................. 2  \nDescription of Practice ...................................................","cbCaitWf1Cfl3sg0","https://ap.wps.com/l/cbCaitWf1Cfl3sg0","pdf",812443,"English","# Introduction\n# 1. Embrace asset beliefs that position and support English learners as full participants in mathematical learning\n## Description of Practice\n## Practice in Action\n## Tools and Resources\n# 2. Engage English learners in meaningful interactions and discourse with others\n## Description of Practice\n## Practice in Action\n## Tools and Resources\n# 3. Provide support for English learners to engage in mathematical practices\n## Description of Practice\n## Practice in Action\n## Tools and Resources\n# 4. Sustain an explicit focus on language as it is used in mathematics\n## Description of Practice\n## Practice in Action\n## Tools and Resources\n# 5. Design mathematical learning experiences that engage English learner","[{\"question\":\"What is the purpose of this NCELA practice brief?\",\"answer\":\"It highlights promising practices for educators and staff who support English learners (ELs) and their families, focusing on effective instructional practices and examples for teaching mathematics.\"},{\"question\":\"How does the brief organize its instructional guidance?\",\"answer\":\"Each practice includes a description of the practice, guidance for implementation in action, and tools and resources to support educators.\"},{\"question\":\"What accessibility and language-assistance options are mentioned?\",\"answer\":\"The publication states it is available in alternate formats on request and that free language assistance services are available for people with difficulty understanding English.\"}]","Integrating Language While Teaching Mathematics - NCELA Teaching Practice Brief - Effective Instructional Practices and Examples | PDF",1792060687,48]