Equitable Teaching Practices: Developing Emergent Bilinguals' Positive Mathematical Identities = Prácticas Equitativas De Enseñanza: Desarrollando Identidades Matemáticas Positivas en Los Bilingües Emergentes [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Castellón, Libni B.; Kitchen, Richard; Matute, Karla
Titel	Equitable Teaching Practices: Developing Emergent Bilinguals' Positive Mathematical Identities = Prácticas Equitativas De Enseñanza: Desarrollando Identidades Matemáticas Positivas en Los Bilingües Emergentes [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Teaching Methods; Bilingualism; Mathematics Education; Self Concept; Grade 5; Elementary School Students; Elementary School Teachers; Mathematics Instruction; Teacher Student Relationship; Mathematics Skills; Cognitive Ability; Language Usage; Native Language; Classroom Communication; Inclusion; Diversity; Problem Solving; Bilingual Teachers; Spanish; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Lesson Plans; Video Technology; Teacher Characteristics; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Mathematische Bildung; Selbstkonzept; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Sprachgebrauch; Klassengespräch; Inklusion; Problemlösen; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lesson planning; Unterrichtsplanung; Unterrichtserfolg
Abstract	This paper focuses on Emergent bilinguals (EBs) who traditionally face unequal opportunities to learn mathematics, harming their identities. The purpose of this paper is to illustrate how a fifth grade teacher cultivated the development of her EBs' mathematical identities by giving them opportunities to participate in cognitively demanding activities. Drawing on a conception of mathematical identity as something that changes in response to different situations, we illustrate how a fifth-grade teacher positively impacted her students' mathematical identities. The results reveal that when teachers use instructional strategies such as distributing mathematical authority, positioning students as mathematically capable, and incorporating students' languages as a resource for instruction, their EBs have multiple opportunities to build positive mathematical identities. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01