What is the best strategy for introducing new mathematics terminology to a mixed classroom of ELLs and native speakers?

Introducing new mathematics terminology in a mixed classroom of English Language Learners (ELLs) and native speakers requires a strategy that promotes understanding and retention of the terms. Providing explanations of each term and using them in various sentences encourages students to see the word in different contexts. This approach helps to build a deeper understanding of the term's meaning and relevance, beyond just memorization.

By explaining a term and providing multiple examples, students can make connections to previously learned concepts, which is especially important for ELLs who may need additional context and scaffolding to grasp abstract mathematical ideas. This method reinforces the term in practice, allowing students to understand how to apply the terminology in different mathematical scenarios. It also facilitates a richer classroom dialogue, where students can practice using the terms actively, thus solidifying their learning in both written and spoken forms.