Teachers' use of appropriate questioning strategies illustrates the interplay between language and math as the Latino English Language Learners (ELLs) describe their understanding of measurement in one-on-one interviews. The idea of interviewing Latino ELLs arose from a need to gain a better qualitative understanding of students' thinking as they work through mathematics assessment problems. Here, Fernandes et al illustrate how using appropriate questioning strategies in interviews with English Language Learners could provide these students with opportunities to demonstrate their mathematical knowledge and offer a wealth of information that could be used to guide further instruction. Teachers can use students' strengths as resources for addressing weaknesses and misconceptions that are uncovered during the one-on-one interactions.
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