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The paper rejects quick fixes, instead offering principles grounded in research. It emphasizes understanding learners’ prior experiences, language history, and background, and highlights classroom environments that provide abundant opportunities to speak, listen, read, and write while encouraging risk-taking, meaning construction, and reinterpretation of knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mathematics-the-common-core-and-language-recommendations-for-mathematics-instruction-for-els-aligned-with-the-common-core/605572/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mathematics-the-common-core-and-language-recommendations-for-mathematics-instruction-for-els-aligned-with-the-common-core/605572.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-16",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s overall purpose for teaching mathematics to English Learners?","Question",{"text":112,"@type":113},"It provides research-based recommendations to meet challenges in developing Common Core–aligned mathematics instruction for English Learners, grounded in principles for supporting mathematical reasoning and sense making through language.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper emphasize clarifying the term “language”?",{"text":117,"@type":113},"Because “language” is used in many ways, the paper argues it is important to specify which phenomena are being considered and which aspects matter for mathematics teaching, beyond reducing language to grammar or single words.",{"name":119,"@type":110,"acceptedAnswer":120},"What general instructional characteristics does the research suggest for supporting EL achievement?",{"text":121,"@type":113},"Effective environments treat language as a resource, support academic achievement, provide abundant opportunities for speaking, listening, reading, and writing, and encourage students to take risks, construct meaning, and reinterpret knowledge within compatible social contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},605572,1792273672,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Mathematics, the Common Core, and Language: Recommendations for Mathematics Instruction for ELs Aligned with the Common Core  \nJudit Moschkovich, University of California, Santa Cruz  \n1. Introduction  \nThis paper outlines recommendations for meeting the challenges in developing mathematics instruction for English Learners (ELs) that is aligned with the Common Core Standards. The recommendations are motivated by a commitment to improving mathematics learning through language for all students and especially for students who are learning English. These recommendations are not intended as recipes or quick fixes, but rather as principles to help to guide teachers, curriculum developers, and teacher educators in developing their own approaches to supporting mathematical reasoning and sense making for students who are learning English.  \nThese recommendations for teaching practices are based on research that often runs counter to commonsense notions of language. The first issue is the term language. There are multiple uses of the term language: to refer to the language used in classrooms, in the home and community, by mathematicians, in textbooks, and in test items. It is crucial to clarify how we use the term, what set of phenomena we are referring to, and which aspects of these phenomena we are focusing on. Many commentaries on the role of academic language in mathematics teaching practice reduce the meaning of the term to single words and the proper use of grammar (for example, see Cavanagh, 2005) . In contrast, work on the language of specific disciplines provides a more complex view of mathematical language (e.g. , Pimm, 1987) as not only specialized vocabulary (new words and new meanings for familiar words) but also as extended discourse that includes syntax and organization (Crowhurst, 1994), the mathematics register (Halliday, 1978), and discourse practices (Moschkovich, 2007c) . Theoretical positions in the research literature in mathematics education range from asserting that mathematics is a universal language, to claiming that mathematics is itself a language, to describing how mathematical language is a problem. Rather than joining in these arguments, I use asociolinguistic framework to frame this essay. From this theoretical perspective, language is a socio-cultural-historical activity, not a thing that can either be mathematical or not, universal or not. I use the phrase“the language of mathematics” not to mean a list of vocabulary or technical words with precise meanings but the communicative competence necessary and sufficient for competent participation in mathematical discourse practicesi.  \nIt is difficult to make generalizations about the instructional needs of all students who are learning English. Specific information about students’previous instructional experiences in mathematics is crucial for understanding how bilingual learners communicate in mathematics  \n© Stanford University 17  \nclassrooms. Classroom instruction should be informed by knowledge of students’ experiences with mathematics instruction, their language history, and their educational background. In addition to knowing the details of students’experiences , research suggests that high-quality instruction for ELs that supports student achievement has two general characteristics: a view of language as a resource, rather than a deficiency; and an emphasis on academic achievement, not only on learning English (Gándara and Contreras, 2009) .  \nResearch provides general guidelines for instruction for this student population. Since students who are labeled as ELs, who are learning English, or who are bilingual are from non-dominant communities, they need access to curricula, instruction, and teachers proven to be effective in supporting academic success for this student population. The general characteristics of such environments are that curricula provide“abundant and diverse opportunities for speaking, listening, reading, and writing”and that instru","cbCaiekqwYnkrEYA","https://ap.wps.com/l/cbCaiekqwYnkrEYA","pdf",442589,15,"English","# Introduction\n## Clarifying the term language and the language of mathematics\n## Instructional needs and key characteristics for EL support\n## Guidelines for mathematics instruction for ELs","[{\"question\":\"What is the paper’s overall purpose for teaching mathematics to English Learners?\",\"answer\":\"It provides research-based recommendations to meet challenges in developing Common Core–aligned mathematics instruction for English Learners, grounded in principles for supporting mathematical reasoning and sense making through language.\"},{\"question\":\"Why does the paper emphasize clarifying the term “language”?\",\"answer\":\"Because “language” is used in many ways, the paper argues it is important to specify which phenomena are being considered and which aspects matter for mathematics teaching, beyond reducing language to grammar or single words.\"},{\"question\":\"What general instructional characteristics does the research suggest for supporting EL achievement?\",\"answer\":\"Effective environments treat language as a resource, support academic achievement, provide abundant opportunities for speaking, listening, reading, and writing, and encourage students to take risks, construct meaning, and reinterpret knowledge within compatible social contexts.\"}]","Mathematics, the Common Core, and Language - Recommendations for Mathematics Instruction for ELs Aligned with the Common Core | PDF",1792132745,38]