Phase 2
Next Steps:
In both Phase 1 and Phase 2, I found that students had a difficult time finding the word they were looking for in Spanish. I noted in the last section that student’s prior knowledge is integral to this process. Students need to be able to transfer their knowledge into Spanish to be successful in the program. Since many students did have a difficult time with finding the words they wanted to say, I believe that a useful next step would be to guide students in their development of Spanish mathematical vocabulary.
If I were able to continue and extend this research, my next phase would include a vocabulary component. As a class, we would decide what words we use the most when discussing math. We would then come up with the Spanish word for those words, write them up on chart paper, and discuss how to use them. Many students still struggled to find the Spanish word that they wanted to say. They knew how to say it in English but could not remember what those same words were in Spanish. By having these deliberate conversations, my aim would be to help students develop their Spanish math vocabulary so as to assist them when articulating their thinking. They would use the chart when conducting partner talks and hopefully, that knowledge will be retained and they will be able to use the words creatively when articulating their thinking.
In both Phase 1 and Phase 2, I found that students had a difficult time finding the word they were looking for in Spanish. I noted in the last section that student’s prior knowledge is integral to this process. Students need to be able to transfer their knowledge into Spanish to be successful in the program. Since many students did have a difficult time with finding the words they wanted to say, I believe that a useful next step would be to guide students in their development of Spanish mathematical vocabulary.
If I were able to continue and extend this research, my next phase would include a vocabulary component. As a class, we would decide what words we use the most when discussing math. We would then come up with the Spanish word for those words, write them up on chart paper, and discuss how to use them. Many students still struggled to find the Spanish word that they wanted to say. They knew how to say it in English but could not remember what those same words were in Spanish. By having these deliberate conversations, my aim would be to help students develop their Spanish math vocabulary so as to assist them when articulating their thinking. They would use the chart when conducting partner talks and hopefully, that knowledge will be retained and they will be able to use the words creatively when articulating their thinking.