A study of early career teachers’ practices related to language and language diversity during mathematics instruction

Erin Turner, Amy Roth McDuffie, Amanda Sugimoto, Julia Aguirre, Tonya Gau Bartell, Corey Drake, Mary Foote, Kathleen Stoehr, Angela Witters

Research output: Contribution to journalArticlepeer-review

Abstract

The role of language in mathematics teaching and learning is increasingly highlighted by standards and reform movements in the US. However, little is known about teachers’, and especially early career teachers’ (ECTs) practices and understandings related to language in mathematics instruction. This multiple case study explored the language-related understandings and practices of six ECTs in diverse elementary classrooms. Using iterative cycles of analysis, we found that all ECTs regularly attended to students’ mathematical vocabulary use and development. Yet, there was variability in ECTs’ focus on how to teach mathematical vocabulary, expectations for students’ precise use of mathematical terminology, and the use of multiple languages during instruction. These findings indicate that ECTs need more targeted support during teacher preparation and early career teaching in order to better support all students’ language development in the mathematics classroom.

Original languageEnglish (US)
Pages (from-to)1-27
Number of pages27
JournalMathematical Thinking and Learning
Volume21
Issue number1
DOIs
StatePublished - Jan 2 2019

Keywords

  • Prospective teacher education
  • elementary mathematics
  • equity
  • language and mathematics

ASJC Scopus subject areas

  • Mathematics(all)
  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'A study of early career teachers’ practices related to language and language diversity during mathematics instruction'. Together they form a unique fingerprint.

Cite this