Article
Impact on Teacher Beliefs about Emergent Bilinguals’ Mathematical Learning
Mathematics Teacher Education and Development
Document Type
Article
Disciplines
Publication Version
Published Version
Publication Date
8-1-2020
Abstract
We investigated how an online course designed for teachers to learn how to teach mathematics for emergent bilinguals influenced teachers’ beliefs toward emergent bilinguals, especially in terms of culturally responsive mathematics teaching. Using qualitative pre- and post-surveys and the modified culturally responsive mathematics teaching framework, we examined 27 teachers’ responses within five domains: cognitive demand, mathematical discourse, power and participation, academic language support, and funds of knowledge. The results showed both preservice and inservice teachers began to shift their beliefs from deficit to asset-based views.
Copyright Owner
Mathematics Education Research Group of Australasia, Inc.
Copyright Date
2020
Language
en
File Format
application/pdf
Citation Information
Ji Yeong I, Christa D. Jackson and Ricardo Martinez. "Impact on Teacher Beliefs about Emergent Bilinguals’ Mathematical Learning" Mathematics Teacher Education and Development Vol. 22 Iss. 1 (2020) p. 68 - 90 Available at: http://works.bepress.com/jiyeong-i/27/
This article is published as Ji Yeong I, Christa Jackson, Ricardo Martinez, Impact of an Online Course of Teaching Emergent Bilinguals Mathematics on Teacher Perspectives. Mathematics Teacher Education and Development (MTED), August 2020, 22(1); 68-90. Posted with permission.