LAMAR UNIVERSITY

The Texas State University System Mathematics for English Language Learners Project (TSUS MELL) is a multiyear effort focusing on developing instructional resources designed to increase the effectiveness of mathematics instruction for ELL students. This project is a partnership between the Texas State University System, its component universities, and the Texas Education Agency . Partnering TSUS institutions are Angelo State University, Lamar University, Sam Houston State University, Sul Ross State University, and Texas State University.

The project will identify common issues associated with teaching mathematics students, develop tools and training for educators keying classroom practice frameworks issues, and develop guidance for policymakers about how to more effectively assist ELL and teachers in increasing proficiency in mathematics. Resources developed will be made widely available to all schools and universities in Texas. As products are developed, strong partnerships will be built with other universities, K-12 schools, intermediate service agencies, and state agencies to ensure effective and wide scale distribution.

The direct policy rationale for the MELL project is simple: Improved understandings about how to teach mathematics to ELL students will result in improved student achievement. The project is keyed to identifying the underlying cultural and linguistic components of poor mathematics performance among ELL students and to developing practical teaching tools that address those issues.

Learn more about the project at http://www.tsusmell.org. Or click on the link in the left pane.

This Lamar University (LU) component of the TSUS MELL Initiative is a joint effort between the LU Departments of Mathematics and Professional Pedagogy and has a primary goal of supporting the design and implementation of professional development strategies to improve mathematics instruction in Texas for English Language Learner (ELL) students. Such professional development training needs include, but are not limited to, in-service training, supportive instructional resources and tools, and implementation of specific professional development programs. In the initial stages of the project, focus was placed primarily on secondary ELL students. However, as the project expands to its succeeding research year, emphasis is on the K-12 ELL student.

The key areas of focus relative to this project include identifying the training needs of mathematics teachers with ELL students, mapping existing ELL professional development programs for mathematics teachers to the identified training needs, and developing an ELL Quick Start Training Module for mathematics teachers. In doing so, the project will contribute to improving teacher efficacy, improving teaching strategies and available resources for mathematics teachers with ELL students, and improving the mathematical academic success of ELL students.

Department of Mathematics
Lamar University
PO Box 10047
Beaumont, TX 77710

Dr. MaryE Wilkinson Pricipal Investigator Assistant Professor (409) 880 - 8376
Dr. B Joanne Baker Co-PI Associate Professor (409) 880 - 8947
Dr. Kumer Das Co-PI Assistant Professor (409) 880 - 7947
Dr. Paul Dawkins Co-PI Assistant Professor (409) 880 - 2258
Dr. Kyehong Kang Co-PI Assistant Professor (409) 880 - 8948
Dr. W. Ted Mahavier Co-PI Associate Professor (409) 880 - 2290
Dr. Sandra Richardson Co-PI Assistant Professor (409) 880 - 7946

During the week of June 27 – July 1, 2005, the Lamar University Mathematics for English Language Learner (MELL) initiative hosted more than 20 high school and middle school teachers from around the state of Texas and trained them in best practices for instructing students whose native language is not English.

This week long professional development session was based on the vision of raising the level of mathematics achievement for Texas teachers of ELL students and is an extension of the Texas State University System MELL initiative to close the prevailing achievement gap in mathematics between the ELL student population and non-ELL student population.

The cadre of participating teachers was immersed in best practices for teaching mathematics to their ELL students by experienced consultants, teacher specialists, and university faculty from Georgia, Houston, Dallas, and neighboring areas. All expenses, along with a stipend and materials scholarship, for participating teachers were covered by the LU MELL Initiative.

2005 Summer Professional Development Workshop Participants
June 27 - July 1, 2005
All sessions were held on the campus of Lamar University

More pictures ?

The MELL Classroom Practices Framework is a synthesis document compiled by the Texas State University System (TSUS) Math for English Language Learners (MELL) Initiative funded by a grant from the Texas Education Agency. In the summer of 2004 TEA, in response to the lingering achievement gap in mathematics between Limited English Proficient (LEP) students and other students, worked with TSUS and its five partner institutions to establish the MELL Initiative. The primary purpose of the MELL Initiative is to develop resources for professional development targeted at improving mathematics instruction for English Language Learners, especially those at the secondary level.

The MELL CPF was generated collaboratively by MELL and TEA staff and was guided by the question of “What do the findings of our Phase I investigations suggest in regard to classroom practices that contribute to successful math instruction for English Language Learners. This framework represents the current collective thinking of MELL partners about what Phase I investigations revealed, and it is our intention that MELL professional development products support teachers in implementing these classroom practices. Over time, as additional insights are gleaned from ongoing work, it is likely that this evolving framework will be revised.

View complete MELL Classroom Practices Framework in PDF format.

Lamar writes Dual Language Module as part of one hour graduate course developed by Sul Ross. Sul Ross, under the direction of Marilyn Grant, has written a one hour graduate course to help teachers of English Language Learners. As part of that project Lamar University, with support from MathNerds, www.mathnerds.com , developed a Dual Language Module (DLM).

This DLM consists of five problems developed and written by Joanne Baker which meet the TEKS standards for algebra, geometry, algebra II, pre-calculus, and trigonometry. They are written in both English and Spanish and include voice-overs in each language so that the instructor can hear them. Dr. Kyehong Kang wrote the software support and Julie Rodriguez provided translation services. Ted Mahavier hosted the problems on MathNerds and began teacher training at the International Mathematics Education Conference in San Antonio in July of 2005.

Visit MathNerds to take a look at dual language module.

The MELL project is focused on creating practical instructional tools for K-12 educators teaching mathematics to English Language Learning (ELL) students.

Visit TSUS MELL Project Website for more information.

Lamar and MathNerds team up to provide dual language support system for English Language Learners. Under the administration of Dr. Ted Mahavier, MathNerds moves toward bilingual status. MathNerds provides a free question and answer service that provides hints, guidance, and direction (but never gives direct answers) to students via the internet.

With support form the MELL initiative and programming services provided by Paul Dawkins and Kyehong Kang, MathNerds is moving to make the question and answer service available in Spanish as well as English. With over 100,000 questions in our archive, MathNerds currently averages helping more than 1600 students per semester.

Visit MathNerds for more information.