TY - JOUR
T1 - A study of early career teachers’ practices related to language and language diversity during mathematics instruction
AU - Turner, Erin
AU - Roth McDuffie, Amy
AU - Sugimoto, Amanda
AU - Aguirre, Julia
AU - Bartell, Tonya Gau
AU - Drake, Corey
AU - Foote, Mary
AU - Stoehr, Kathleen
AU - Witters, Angela
N1 - Publisher Copyright:
© 2019, © 2019 Taylor & Francis Group, LLC.
PY - 2019/1/2
Y1 - 2019/1/2
N2 - 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.
AB - 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.
KW - Prospective teacher education
KW - elementary mathematics
KW - equity
KW - language and mathematics
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U2 - 10.1080/10986065.2019.1564967
DO - 10.1080/10986065.2019.1564967
M3 - Article
AN - SCOPUS:85060008903
SN - 1098-6065
VL - 21
SP - 1
EP - 27
JO - Mathematical Thinking and Learning
JF - Mathematical Thinking and Learning
IS - 1
ER -