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.
Copyright Owner
School Science and Mathematics Association
Copyright Date
2019
Language
en
File Format
application/pdf
Recommended Citation
I, Ji-Yeong, "Preservice teachers’ mathematics task modification for emergent bilinguals" (2019). Education Publications. 140.
https://lib.dr.iastate.edu/edu_pubs/140
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, Higher Education Commons, Higher Education and Teaching Commons, International and Comparative Education Commons, Language and Literacy Education Commons, Science and Mathematics Education Commons
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.