Supplement for Curriculum Guide for Mathematics: Spanish-Speaking Students, Grades 7-8 = Supplemento de la guia didactica de matematicas para los estudiantes de habla hispana, septimo y octavo grados. Field Test.
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| Title: | Supplement for Curriculum Guide for Mathematics: Spanish-Speaking Students, Grades 7-8 = Supplemento de la guia didactica de matematicas para los estudiantes de habla hispana, septimo y octavo grados. Field Test. |
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| Language: | English Spanish |
| Authors: | Chicago Board of Education, IL. |
| Peer Reviewed: | N |
| Page Count: | 65 |
| Publication Date: | 1981 |
| Intended Audience: | Teachers; Practitioners |
| Document Type: | Guides - Classroom - Teacher Multilingual/Bilingual Materials |
| Descriptors: | Bilingual Instructional Materials, Cultural Differences, Curriculum Guides, Elementary School Mathematics, Grade 7, Grade 8, Junior High Schools, Learning Activities, Mathematics Curriculum, Spanish Speaking, Teaching Methods |
| Geographic Terms: | U.S.; Illinois |
| Abstract: | This supplementary math curriculum guide for use with Spanish-speaking students in Chicago public schools' seventh and eighth grade classes employs a contrastive analysis approach. Lessons are presented for objectives for which the instructional strategies used in the United States differ from those in Spanish-speaking countries. (Objectives for which the methodology is the same are taught from the standard math curriculum.) Every lesson has four parts: (1) an explanation of the differences in the instructional strategies used in Spanish-speaking countries and the U.S.; (2) a student activity, in Spanish, to reinforce students' skills in using their native language and methodologies; (3) suggestions for facilitating students' transition from their native methodology to the U.S. methodology; and (4) a transitional activity which provides students with practice in solving problems using both methodologies and languages. Major topics covered are sets, place value, rational numbers, and real numbers. An English-Spanish vocabulary list is provided. (CMG) |
| Notes: | For related documents, see UD 023 411-412. |
| Journal Code: | RIEJUL1984 |
| Entry Date: | 1984 |
| Accession Number: | ED241650 |
| Database: | ERIC |
| Abstract: | This supplementary math curriculum guide for use with Spanish-speaking students in Chicago public schools' seventh and eighth grade classes employs a contrastive analysis approach. Lessons are presented for objectives for which the instructional strategies used in the United States differ from those in Spanish-speaking countries. (Objectives for which the methodology is the same are taught from the standard math curriculum.) Every lesson has four parts: (1) an explanation of the differences in the instructional strategies used in Spanish-speaking countries and the U.S.; (2) a student activity, in Spanish, to reinforce students' skills in using their native language and methodologies; (3) suggestions for facilitating students' transition from their native methodology to the U.S. methodology; and (4) a transitional activity which provides students with practice in solving problems using both methodologies and languages. Major topics covered are sets, place value, rational numbers, and real numbers. An English-Spanish vocabulary list is provided. (CMG) |
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