Campus Units

Education, School of

Document Type

Article

Publication Version

Published Version

Publication Date

8-2020

Journal or Book Title

Mathematics Teacher Education and Development

Volume

22

Issue

1

First Page

68

Last Page

90

Abstract

We investigated how an online course designed for teachers to learn how to teach mathematics for emergent bilinguals influenced teachers’ beliefs toward emergent bilinguals, especially in terms of culturally responsive mathematics teaching. Using qualitative pre- and post-surveys and the modified culturally responsive mathematics teaching framework, we examined 27 teachers’ responses within five domains: cognitive demand, mathematical discourse, power and participation, academic language support, and funds of knowledge. The results showed both preservice and inservice teachers began to shift their beliefs from deficit to asset-based views.

Comments

This article is published as Ji Yeong I, Christa Jackson, Ricardo Martinez, Impact of an Online Course of Teaching Emergent Bilinguals Mathematics on Teacher Perspectives. Mathematics Teacher Education and Development (MTED), August 2020, 22(1); 68-90. Posted with permission.

Copyright Owner

Mathematics Education Research Group of Australasia, Inc.

Language

en

File Format

application/pdf

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