Preservice Teachers' Understandings Related to Language in the Mathematics Classroom

Authors

Amanda T. Sugimoto, Portland State UniversityFollow

Keywords

teacher education, mathematics teaching, multilingual education

Abstract

Mathematics reforms are highlighting the important role that language plays in mathematics education. However, there remains a common misconception that mathematics is somehow language-free. This qualitative study explored 67 elementary preservice teachers’ developing understandings about the role of language in the mathematics classroom based on their practicum experiences. Iterative, open-coding techniques were used to analyze mentor teacher advice and preservice teachers’ observations of mentor teachers teaching a mathematics lesson. The tool helped focus preservice teachers’ attention on language in the mathematics classrooms. Implications are identified for mentor and preservice teachers’ knowledge and skill development toward linguistically responsive teaching practices.

DOI

10.15760/nwjte.2018.13.2.1

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/26660

Recommended Citation

Sugimoto, Amanda T. (2018) "Preservice Teachers' Understandings Related to Language in the Mathematics Classroom," Northwest Journal of Teacher Education: Vol. 13 : Iss. 2 , Article 1.
DOI: https://doi.org/10.15760/nwjte.2018.13.2.1