Preservice Teacher Learning to Help English Language Learners Make Sense of Mathematics
I, Ji Yeong
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.
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.