Campus Units

Education, School of

Document Type

Abstract

Conference

38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Publication Version

Published Version

Publication Date

2016

Journal or Book Title

Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

First Page

941

Last Page

941

Conference Title

38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Conference Date

November 3–6, 2016

City

Tucson, AZ, United States

Abstract

There is a common belief that teachers do not need to differentiate their instruction for English Learners (ELs) and that helping ELs adjust in school culture is not a teacher’s responsbility (Walker, Shafer, & Liams, 2004). This belief is due to their lack of proper training to teach ELs, as statistics show only 13% of teachers are adequately prepared to teach ELs while more than 40% of teachers have ELs in their classrooms (NCES, 2002). Responding to the great need for an adequate teacher preparation for EL in mathematics education, this study was designed to investigate preservice teacher (PSTs) learning to help ELs understand mathematics.

Comments

This paper is from Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (Eds.). (2016). Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: The University of Arizona.

Copyright Owner

The authors

Language

en

File Format

application/pdf

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