A Study of Early Career Teachers' Practices Related to Language and Language Diversity during Mathematics Instruction

Autor/inn/en	Turner, Erin; Roth McDuffie, Amy; Sugimoto, Amanda; Aguirre, Julia; Bartell, Tonya Gau; Drake, Corey; Foote, Mary; Stoehr, Kathleen; Witters, Angela
Titel	A Study of Early Career Teachers' Practices Related to Language and Language Diversity during Mathematics Instruction
Quelle	In: Mathematical Thinking and Learning: An International Journal, 21 (2019) 1, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2019.1564967
Schlagwörter	Mathematics Instruction; Beginning Teachers; Language Usage; Elementary School Mathematics; Elementary School Teachers; Student Diversity; Vocabulary; Social Influences; Cultural Influences; Teacher Attitudes; Language of Instruction; Bilingualism; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Junior teacher; Junglehrer; Sprachgebrauch; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wortschatz; Sozialer Einfluss; Cultural influence; Kultureinfluss; Lehrerverhalten; Teaching language; Unterrichtssprache; Bilingualismus; Lehramtsstudiengang; Lehrerausbildung
Abstract	The role of language in mathematics teaching and learning is increasingly highlighted by standards and reform movements in the US. However, little is known about teachers', and especially early career teachers' (ECTs) practices and understandings related to language in mathematics instruction. This multiple case study explored the language-related understandings and practices of six ECTs in diverse elementary classrooms. Using iterative cycles of analysis, we found that all ECTs regularly attended to students' mathematical vocabulary use and development. Yet, there was variability in ECTs' focus on how to teach mathematical vocabulary, expectations for students' precise use of mathematical terminology, and the use of multiple languages during instruction. These findings indicate that ECTs need more targeted support during teacher preparation and early career teaching in order to better support all students' language development in the mathematics classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01