Early Career Elementary Mathematics Teachers' Noticing Related to Language and Language Learners [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Turner, Erin Elizabeth; McDuffie, Amy Roth; Sugimoto, Amanda Tori; Stoehr, Kathleen Jablon; Witters, Angela; Aguirre, Julia; Bartell, Tonya; Drake, Corey; Foote, Mary Q.
Titel	Early Career Elementary Mathematics Teachers' Noticing Related to Language and Language Learners [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Mathematics Teachers; Middle School Teachers; Second Language Learning; Multilingualism; Teacher Education; Faculty Development; Teaching Methods; English (Second Language); Qualitative Research; Case Studies; Spanish; Bilingualism; Teacher Characteristics; Ethnicity; Observation; Interviews; Metalinguistics; Classroom Communication; Language Usage; Vocabulary Development; Mathematics Instruction; Teacher Attitudes; Beginning Teachers + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Qualitative Forschung; Case study; Fallstudie; Case Study; Spanisch; Bilingualismus; Ethnizität; Beobachtung; Interviewing; Interviewtechnik; Metalanguage; Metasprache; Klassengespräch; Sprachgebrauch; Wortschatzarbeit; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Junior teacher; Junglehrer
Abstract	There has been limited attention to early career teachers' (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe multiple themes that cut across teachers' noticing related to language and language learners, and discuss one theme (i.e., Perspectives on multiple languages) in more detail, including evidence of specific forms of noticing. Implications for teacher education and professional development are discussed. [For the complete proceedings, see ED583608.] (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	2020/1/01