Journal article
A study of early career teachers’ practices related to language and language diversity during mathematics instruction
Mathematical thinking and learning, Vol.21(1), pp.1-27
01/02/2019
Handle:
https://hdl.handle.net/2376/119539
Abstract
The role of language in mathematics teaching and learning is increasingly highlighted by standards and reform movements in the US. However, little is known about teachers’, and especially early career teachers’ (ECTs) practices and understandings related to language in mathematics instruction. This multiple case study explored the language-related understandings and practices of six ECTs in diverse elementary classrooms. Using iterative cycles of analysis, we found that all ECTs regularly attended to students’ mathematical vocabulary use and development. Yet, there was variability in ECTs’ focus on how to teach mathematical vocabulary, expectations for students’ precise use of mathematical terminology, and the use of multiple languages during instruction. These findings indicate that ECTs need more targeted support during teacher preparation and early career teaching in order to better support all students’ language development in the mathematics classroom.
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Details
- Title
- A study of early career teachers’ practices related to language and language diversity during mathematics instruction
- Creators
- Erin Turner - Department of Teaching, Learning and Sociocultural Studies, University of Arizona, Tuscon, AZ, USAAmy Roth McDuffie - College of Education, Washington State University, Pullman, WA, USAAmanda Sugimoto - Department of Curriculum and Instruction, Portland State University, Portland, OR, USAJulia Aguirre - School of Education, University of Washington Tacoma, Tacoma, WA, USATonya Gau Bartell - Department of Teacher Education, Michigan State University, East Lansing, MI, USACorey Drake - Department of Teacher Education, Michigan State University, East Lansing, MI, USAMary Foote - Department of Elementary and Early Childhood Education, Queens College, CUNY, Flushing, NY, USAKathleen Stoehr - School of Education and Counseling Psychology, Santa Clara University, Santa Clara, CA, USAAngela Witters - Washington State University Tri Cities, Richland, WA, USA
- Publication Details
- Mathematical thinking and learning, Vol.21(1), pp.1-27
- Academic Unit
- Education, College of
- Identifiers
- 99900594655801842
- Language
- English
- Resource Type
- Journal article