Connections between Secondary Mathematics Teachers' Beliefs and Their Selection of Tasks for English Language Learners

Autor/in	de Araujo, Zandra
Titel	Connections between Secondary Mathematics Teachers' Beliefs and Their Selection of Tasks for English Language Learners
Quelle	In: Curriculum Inquiry, 47 (2017) 4, S.363-389 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Araujo, Zandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2017.1368351
Schlagwörter	Secondary School Teachers; Mathematics Teachers; English Language Learners; Teacher Attitudes; Qualitative Research; Surveys; Interviews; Secondary School Mathematics; Assignments; Learning Activities; Beliefs; Generalization; Student Needs; Student Diversity; High School Students; At Risk Students; Observation; Mathematics Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Qualitative Forschung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Assignment; Auftrag; Zuweisung; Lernaktivität; Belief; Glaube; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Beobachtung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The tasks teachers select impact students' opportunities to learn mathematics and teachers' beliefs influence their choice of tasks. Through the qualitative analysis of surveys, interviews and classroom artefacts from three secondary mathematics teachers, this study examined teachers' selection of mathematics tasks for English language learners (ELLs). In particular, this study explored teachers' beliefs about ELLs and the ways in which those beliefs manifested in their selection of tasks. In order to accommodate ELLs, the teachers selected tasks that were repetitive, procedure-focused and devoid of context. The teachers' choice of tasks stemmed from their beliefs about ELLs' mathematical and linguistic abilities. Furthermore, the teachers often referred to ELLs as a homogenous group and this generalization, coupled with beliefs about ELLs' mathematical and linguistic abilities, was evident in their task selections. The findings suggest a need to critically examine the potential impact of seemingly benign teaching practices and the beliefs underlying them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01