Math Is More than Numbers: Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

Autor/in	Yeh, Cathery
Titel	Math Is More than Numbers: Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn
Quelle	In: Journal of Urban Mathematics Education, 10 (2017) 2, S.106-139 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-2612
Schlagwörter	Mathematics Instruction; Bilingual Teachers; Teaching Methods; Longitudinal Studies; Teacher Education Programs; Video Technology; Numbers; Beginning Teachers; Bilingual Education; Bilingualism; Elementary School Mathematics; Elementary School Teachers; Spanish; English (Second Language); Second Language Learning; Preservice Teachers; Preservice Teacher Education; Mathematics Teachers; Observation; Interviews; Vignettes + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zahlenraum; Junior teacher; Junglehrer; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehramtsstudiengang; Lehrerausbildung; Mathematics; Mathematik; Beobachtung; Interviewing; Interviewtechnik
Abstract	In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods courses. Findings revealed that the teachers were oriented toward differing views of learning that shaped how they organized students' learning of language and mathematics during classroom instruction. While both teachers used similar teaching strategies to support students' development of mathematics specific literacies, there were variances in how the learners were positioned within the classroom community and how and which repertoires of language practices were available and used during mathematics instruction. The teachers' differing orientations toward learning are traced to their own professional opportunities to learn to teach. The significance of recognizing both the acquisition and participation metaphors of learning and the development of linguistically and culturally relevant teacher education are discussed. (As Provided).
Anmerkungen	Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: jumeinfo@gsu.edu; Web site: http://ed-osprey.gsu.edu/ojs/index.php/JUME/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01