Mathematics, Education, School of
Public Scholarship to Educate Diverse Democracies at the 2016 AERA Annual Meeting
2016 AERA Annual Meeting
April 8-12, 2016
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.
I, Ji Yeong, "Preservice Teacher Learning to Help English Language Learners Make Sense of Mathematics" (2016). Mathematics Conference Papers, Posters and Presentations. 8.