Campus Units

Education, School of

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

2-17-2019

Journal or Book Title

School Science and Mathematics

Volume

119

Issue

3

First Page

127

Last Page

141

DOI

10.1111/ssm.12325

Abstract

Implementing mathematically challenging tasks is difficult for teachers when working with emergent bilinguals because cognitively demanding tasks in mathematics commonly have high language demand. Currently, inadequate teacher preparation for teaching emergent bilinguals is becoming a significant concern in the United States as this population of students is rapidly growing. This study investigated how two mathematics preservice teachers (PSTs) support middle school emergent bilinguals to understand cognitively demanding mathematical problems through task modification. Fieldwork with a concurrent intervention was designed for the PSTs to work with emergent bilinguals in a one‐on‐one setting. The PSTs modified cognitively demanding mathematics tasks and designed a lesson for the emergent bilinguals based on the modified tasks. The results revealed that the task modification made by the PSTs tended to shift from reducing cognitive demands in mathematics and language to maintaining the demands through learning strategies of contextual support.

Comments

This accepted article is published as Ji-Yeong, I., Preservice teachers’ mathematics task modification for emergent bilinguals. School Science and Mathematics. 2019, 119(3); 127-141. Doi: 10.1111/ssm.12325. Posted with permission.

Copyright Owner

School Science and Mathematics Association

Language

en

File Format

application/pdf

Available for download on Monday, February 01, 2021

Published Version

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