There has been limited attention to early career teachers’ (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe multiple themes that cut across teachers’ noticing related to language and language learners, and discuss one theme (i.e., Perspectives on multiple languages) in more detail, including evidence of specific forms of noticing. Implications for teacher education and professional development are discussed.
Marcy B. Wood
Erin E. Turner
Jennifer A. Eli
Turner, E., Roth McDuffie, A., Sugimoto, A., Stoehr, K., Witters, A., Aguirre, J., Bartell, T., Drake, C., & Foote, M. (2016). Early career elementary teachers’ practices & perceptions related to language & language learners. In M.B. Wood, E.E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 347–354). Tucson, AZ: The University of Arizona.