Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners, are not able to participate in discourse opportunities within core instruction in mathematics because they lack the confidence or the necessary skills. This includes students with mathematics difficulties as well as students with identified mathematics disabilities. Discourse provides multiple opportunities to practice using and listening to content-specific language, which is critical to developing academic language and accessing higher-level mathematics. This article summarizes the research supporting discourse in mathematics interventions as well as appropriate scaffolds to support discourse within intensive intervention for English learners, ultimately improving student understanding and performance.

中文翻译：

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接受强化干预的英语学习者的数学学习脚手架语言

在数学教学中引发学生的思考，可以让教师选择具有高认知需求的任务，同时让学生通过富有成效的斗争来解决数学问题，从而增加他们的概念理解。通常，需要对数学进行强化干预的学生，尤其是英语学习者，由于缺乏信心或必要的技能而无法参与数学核心教学中的讨论机会。这包括有数学困难的学生以及有数学障碍的学生。话语提供了多种机会来练习使用和聆听特定于内容的语言，这对于发展学术语言和获得更高水平的数学至关重要。