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This literature synthesis focuses on mathematical problem solving and English language learners. In the United States public schools, the student population of ELLs is over five million students in grades Kindergarten through twelfth grade (Orosco, Swanson, O’Connor & Lussier 2011). Many different factors apply to the challenges English language learners have in an English proficient classroom. Educators have made misconceptions that mathematics is a culturally fair-minded subject because it is numbers and symbols. This indicating that no matter the students’ background knowledge or linguistic abilities, students with a diverse cultural background should have the capability to solve mathematical problems (Brown, Cady & Taylor*…show more content…*

The perplexity of symbols and numbers for ELLs it there because as people all over the world use the same symbols for mathematics, they us them in a different structure throughout mathematics. They may all be the same visually, but the comprehension of the meaning of the symbols varies. This can be particularly complex for an ELL student and may cause confusion (Brown, Cady & Taylor 2009). Not only do we read words, we also read numbers. Numbers can be read and comprehended differently. In the article by Brown, Cady &Taylor (2009) it explains, In English, the numeral 10,000, is read as "ten thousand," and 100,000 is read as "one hundred thousand." In Korea, however, a different word, "man," indicates 10,000, and 100,000 is read as "ten man." Therefore, it is not uncommon for a Korean ELL to make a mental note of the quantity 1,000,000 when they hear "one hundred thousand. (p. 534) If the numbers are misrepresented, it is difficult to carry out the correct performance of mathematics. This becomes an issue while solving mathematical word problems. This gives one example of what an ELL student faces and struggles within the everyday classroom. Language Language is an important piece of mathematics. It is important for teachers to be aware of their English language learners in order to meet the needs for them to succeed in mathematical problem solving while dissecting the language used within. In the reading by, Bresser, Melanese and Sphar

The perplexity of symbols and numbers for ELLs it there because as people all over the world use the same symbols for mathematics, they us them in a different structure throughout mathematics. They may all be the same visually, but the comprehension of the meaning of the symbols varies. This can be particularly complex for an ELL student and may cause confusion (Brown, Cady & Taylor 2009). Not only do we read words, we also read numbers. Numbers can be read and comprehended differently. In the article by Brown, Cady &Taylor (2009) it explains, In English, the numeral 10,000, is read as "ten thousand," and 100,000 is read as "one hundred thousand." In Korea, however, a different word, "man," indicates 10,000, and 100,000 is read as "ten man." Therefore, it is not uncommon for a Korean ELL to make a mental note of the quantity 1,000,000 when they hear "one hundred thousand. (p. 534) If the numbers are misrepresented, it is difficult to carry out the correct performance of mathematics. This becomes an issue while solving mathematical word problems. This gives one example of what an ELL student faces and struggles within the everyday classroom. Language Language is an important piece of mathematics. It is important for teachers to be aware of their English language learners in order to meet the needs for them to succeed in mathematical problem solving while dissecting the language used within. In the reading by, Bresser, Melanese and Sphar

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