This study investigated the nature of dyadic interaction between secondary English language learners (ELLs) engaged in mathematics peer tutoring sessions. An analysis of 15 ELL expert/novice student-tutoring dyads and three mathematics teacher/ELL novice dyads revealed the importance of questions and wait time in developing novice tutee ownership of mathematical problem-solving activities. Under current U.S. policy, mathematics teachers are encouraged to adapt to reform-oriented teaching practices that emphasize discourse and communication, as noted in the National Council of Teachers of Mathematics standards published in 1989, and to prepare ELLs to participate in high-stakes large-scale assessments. Often used as gatekeepers to high school graduation, secondary school math teachers are not only under pressure to adapt their teaching strategies to reflect reform-oriented methods, but also under an immense time constraint to prepare all students for graduation. The results of this study are supported by Vygotsky's theory of cognitive development and can offer secondary mathematics teachers of ELLs practical strategies that reflect reform-oriented teaching practices and support active participation, vocabulary development, and independent ownership of mathematics problem-solving activities.

中文翻译：

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主流课堂中小学英语学习者的差异化数学教学

本研究调查了参与数学同伴辅导课程的中学英语语言学习者 (ELL) 之间二元互动的性质。对 15 位 ELL 专家/新手辅导学生和 3 位数学教师/ELL 新手的分析揭示了问题和等待时间在培养新手学生对数学问题解决活动的所有权方面的重要性。在美国现行政策下，鼓励数学教师适应强调话语和交流的改革导向的教学实践，正如 1989 年出版的全国数学教师委员会标准所指出的那样，并准备 ELL 参与高风险的大规模评估。经常被用作高中毕业的看门人，中学数学教师不仅面临着调整教学策略以反映改革导向方法的压力，而且还面临着为所有学生做好毕业准备的巨大时间限制。本研究结果得到维果茨基认知发展理论的支持，可为中学数学教师提供反映改革导向教学实践的实践策略，支持积极参与、词汇发展和独立自主地参与数学问题解决活动。