Presentation
Preservice Teachers' Strategies to Support English Learners
Proceedings of the 37th annual meeting for the North American Chapter for the Psychology of Mathematics Education
Document Type
Conference Proceeding
Disciplines
Conference
37th annual meeting for the North American Chapter for the Psychology of Mathematics Education
Publication Version
Published Version
Publication Date
1-1-2015
Conference Title
37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Conference Date
November 5–8, 2015
Geolocation
(42.7369792, -84.48386540000001)
Abstract
Although English language learners (ELLs) are one of the fastest growing groups of students in the United States, many teacher preparation programs have yet to require preservice teachers (PSTs) to receive training in effective practices for teaching ELLs. We examined a four-week field experience pairing an elementary PST with an ELL. We examined the strategies PSTs used to support ELLs as they implemented cognitively demanding mathematics tasks. Through interviews, observations, and written reflections, we found that the PSTs tried to support students, with varying degrees of success, by allowing for multiple modes of communication, including visual supports, pressing for explaining, and checking for understanding. Implications for teacher preparation are discussed.
Copyright Owner
The authors
Copyright Date
2015
Language
en
File Format
application/pdf
Citation Information
Zandra de Araujo, Ji Yeong I, Erin Smith and Matthew Sakow. "Preservice Teachers' Strategies to Support English Learners" East Lansing, MI, United StatesProceedings of the 37th annual meeting for the North American Chapter for the Psychology of Mathematics Education (2015) p. 648 - 655 Available at: http://works.bepress.com/jiyeong-i/6/
This paper was published in Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.). (2015). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University. Posted with permission.