Mathematics, Power, and Language: Implications from Lived Experiences to Empower English Learners

Autor/inn/en	Uribe-Flórez, Lida J.; Araujo, Blanca; Franzak, Mark; Haynes Writer, Jeanette
Titel	Mathematics, Power, and Language: Implications from Lived Experiences to Empower English Learners
Quelle	In: Action in Teacher Education, 36 (2014) 3, S.234-246 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2014.917365
Schlagwörter	English Language Learners; English (Second Language); Second Language Learning; Teacher Education; Teacher Effectiveness; Student Diversity; Knowledge Base for Teaching; Mathematics Instruction; Teaching Methods; High School Students; Competition; Teacher Student Relationship; Student Attitudes; Educational Experience; Bilingual Teachers; Elementary School Teachers; Social Studies; Student Empowerment; Secondary School Teachers + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wettkampf; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Bildungserfahrung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Studienberechtigung
Abstract	Because the English learners' (ELs) population is growing in the United States, teacher candidates should be provided with experiences that prepare them to effectively teach and empower linguistically/culturally diverse students. Teacher candidates should be provided with opportunities to learn skills that engage ELs in mathematics. In this article the authors present three lived experiences and analyze how these experiences disempowered/empowered ELs in mathematics classrooms. The first experience reflects a situation of a high school EL student in which she perceived a competition with her teacher. The second experience reveals the unintentional message a bilingual elementary schoolteacher communicated when teaching a mathematics lesson. The last experience portrays the implementation of a critical math/social studies day in an elementary school that was intended to provide support to all students. However, after a critical reflection on these experiences we identify our failure of empowering ELs. The authors invite the readers to be aware of ELs' emotional and cognitive needs to really feel empowered in the mathematics classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10