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Mastering Language for the CCSS: Focus on Math in Elementary Grades

This course is part one of a two course series on Mastering Language for College and Career Readiness, focusing on Elementary Mathematics. 

About This Course

The first part of the series delves into teaching students how to read and speak the language of mathematics. 

The College and Career Readiness Standards for Mathematics are notable for raising the rigor of student language demands during math instruction. Students are expected to understand complex problems, engage in constructive classroom conversations about math, and clearly support their reasoning with evidence.

In this course teachers will be provided with a range of practical tools for gathering and analyzing language samples that show how students learn and what support they need in elementary math classrooms. These tools can support formative assessment and instructional planning. Focal topics include developing students' language for engaging in the eight Common Core mathematical practices, fostering constructive conversations, and communicating evidence and reasoning. This course will also enable teachers to collaborate with other educators and build professional relationships that result in an online community focused on improving students’ abilities to use rich academic language to learn and show learning of mathematical skills and concepts.

While the course is intended specifically for those who teach English learners and students with disabilities, the content of this course is equally applicable to teaching all students who are challenged by the academic uses of language in math instruction.


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Simply Audit this Course

Can't commit to all of the lectures, assignments, and tests? Audit this course and have complete access to all of the course material, tests, people, portfolios, and the online discussion forum. You decide what and how much you want to do.

Try for a Certificate

Looking to test your mettle? Participate in all of the course's activities (we use the honor code around here) and if your work meets the 85% requirements, you'll receive a personalized certificate to showcase your achievement. You can also apply for course credit (if desired).

Course Staff

Jeff Zwiers

Senior Researcher in the Stanford Graduate School of Education

Jeff Zwiers is a senior researcher at the Stanford Graduate School of Education and director of professional development for the Understanding Language Initiative, a research and professional learning project focused on improving the education of academic English learners. He has consulted for national and international teacher development projects and has published articles and books on literacy, cognition, discourse, and academic language. His current research focuses on improving professional learning models and developing classroom instruction that fosters high-quality oral language and constructive conversations across disciplines.

Sara Rutherford-Quach

Lecturer in the Stanford Graduate School of Education

Sara Rutherford-Quach is the Director of Academic Programs & Research for Understanding Language and a Lecturer in the Stanford Graduate School of Education. A former bilingual elementary teacher, Sara has more than 13 years of experience working with linguistically diverse students and their teachers and has conducted extensive research on instructional practices for English learners. Sara was previously awarded a National Academy of Education Spencer Foundation Dissertation Fellowship for her work on the role of silence and speech in an elementary classroom serving language-minority students. Her areas of interest include classroom discourse and interaction analysis; language, culture, and instruction in multilingual and multicultural educational environments; institutional, policy and curricular change; and educational equity.

Kenji Hakuta

Lee L. Jacks Professor of Education, Stanford University

Kenji Hakuta is the Lee L. Jacks Professor of Education at Stanford University. He has been at Stanford since 1989, except for three years when he left to serve the new University of California at Merced as its Founding Dean of the School of Social Sciences, Humanities and Arts. He received his Ph.D. in Experimental Psychology from Harvard University, and began his career as a developmental psycholinguist at Yale University. He is the author of many research papers and books on language, bilingualism and education, including Mirror of Language: The Debate on Bilingualism. Hakuta is active in education policy. He has testified to Congress and courts on language policy, the education of language minority students, affirmative action in higher education, and improvement of quality in educational research.

Learners enrolling in this online course should currently work as classroom teachers or have access to students in order to successfully participate in coursework and complete practical application assignments.
Course Code: ELL108.1E
Course Release: Aug 10, 2015
Estimated Effort: 12 hours

Suggested Prerequisites:
Learners enrolling in this online course should currently work as classroom teachers or have access to students in order to successfully participate in coursework and complete practical application assignments.

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