Campus Units

Mathematics, Education, School of

Document Type

Conference Proceeding

Conference

Public Scholarship to Educate Diverse Democracies at the 2016 AERA Annual Meeting

Publication Version

Published Version

Publication Date

4-8-2016

Conference Title

2016 AERA Annual Meeting

Conference Date

April 8-12, 2016

City

Washington, D.C.

Abstract

This study investigates how preservice teachers (PST) help English language learners (ELLs) understand cognitive demanding mathematical problems using complicated language use. Three mathematics PSTs worked with ELLs in one-on-one settings while receiving individual interventions. The strategies they implemented were analyzed based on four categories: mathematical content, culture/life experience, mathematical/cognitive process, and mathematical/contextual language. As time evolved, all of the PSTs began to integrate life connection strategies and various visuals that are closely related to mathematical situations, which they learned during the interventions. This study suggests that PSTs require significant preparation infused with practical experiences and examples in order to design a linguistically and conceptually rich lesson.

Comments

Citation of a paper in the repository should take the following form: I, J.Y. 2016. Preservice teacher learning to help ELLs make sense of mathematics. Paper presented at the 2016 annual meeting of the American Educational Research Association. Retrieved April 8-12, 2016 from the AERA Online Paper Repository. Posted with permission.

Copyright Owner

The Author(s)

Language

en

File Format

application/pdf

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Article Location

 
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