What does a language-rich math classroom look and sound like? How do we get past simple repetition to reach a “harmony of concept and language” for English learners in math classes? How do we move from simply getting the right answer and move toward building metacognitive skills and why is this particularly important for English learners? We discuss these questions and more in part 2 of our 2 part series with Grace Kelemanik and Amy Lucenta, authors of the book “Routines for Reasoning: Fostering the Mathematical Practices in All Students”. You can read Grace and Amy's bios on part 1 of this series. 

You can find a full downloadable transcription of this episode here.

During our conversation, we referenced the following books and resources:

• Fostering Math Practices Website
• Routines for Reasoning: Fostering the Mathematical Practices in All Students, by Grace Kelemanik, Amy Lucenta, and Susan Janssen Creighton
• Fostering Algebraic Thinking, by Mark Driscoll
• The Quasar Project - specifically how it pertains to implementing standards-based math instruction. 
• The work of Judit Moschovich  
• Stanford's Understanding Language Project - specifically how language is connected with mathematical thinking for Ebglish learners