An Examination of Monolingual Preservice Teachers' Set-Up of Cognitively Demanding Mathematics Tasks with Emergent Multilingual Students

Autor/inn/en	I, Ji Yeong; de Araujo, Zandra
Titel	An Examination of Monolingual Preservice Teachers' Set-Up of Cognitively Demanding Mathematics Tasks with Emergent Multilingual Students
Quelle	In: Research in Mathematics Education, 21 (2019) 2, S.208-228 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (I, Ji Yeong) ORCID (de Araujo, Zandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2019.1615980
Schlagwörter	Monolingualism; Preservice Teachers; Cognitive Processes; Difficulty Level; Mathematics Activities; Multilingualism; Teacher Student Relationship; Cultural Differences; Bilingual Students; English Language Learners; Educational Strategies; Elementary School Teachers; Middle School Teachers; Korean; Japanese + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Mehrsprachigkeit; Multilingualismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Kultureller Unterschied; Lehrstrategie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Koreanisch; Japaner; Japanisch
Abstract	Implementing challenging mathematics tasks with multilingual students who are not yet fluent in the instructional language is difficult for monolingual teachers because of the linguistic and cultural differences between the teacher and students. In this study, we examined how monolingual preservice teachers set up cognitively demanding mathematics tasks with emergent bilingual/multilingual students (a.k.a. English language learners). Drawing on a situated and socio-cultural perspective, we analysed the strategies enacted by two preservice teachers, who consistently maintained the cognitive demand of tasks with emergent bilinguals in a one-on-one setting, during the set-up phase of problem-solving activities. We found common aspects of their set-up including assessing student's holistic understanding, building a common experience, and empowering students. Our findings help articulate strategies that aid monolingual teachers in effectively enacting cognitively demanding tasks and improving emergent bilinguals' access to and engagement with high-quality mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01