Article
Early career elementary teachers’ practices & perceptions related to language & language learners
Teacher Education
Document Type
Conference Proceeding
Publication Date
11-1-2016
Publisher
PME-NA
Disciplines
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.
Editor
Marcy B. Wood Erin E. Turner
Marta Civil
Jennifer A. Eli
Citation Information
Turner, E., Roth McDuffie, A., Sugimoto, A., Stoehr, K., Witters, A., Aguirre, J., Bartell, T., Drake, C., & Foote, M. (2016). Early career elementary teachers’ practices & perceptions related to language & language learners. In M.B. Wood, E.E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 347–354). Tucson, AZ: The University of Arizona.
Thirty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
November 3-6, 2016
Tucson, AZ USA