Campus Units

Education, School of

Document Type

Conference Proceeding

Conference

37th annual meeting for the North American Chapter for the Psychology of Mathematics Education

Publication Version

Published Version

Publication Date

2015

Journal or Book Title

Proceedings of the 37th annual meeting for the North American Chapter for the Psychology of Mathematics Education

First Page

648

Last Page

655

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

City

East Lansing, MI, United States

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.

Comments

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.

Copyright Owner

The authors

Language

en

File Format

application/pdf

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