Early career elementary teachers’ practices & perceptions related to language & language learners

Authors

Erin Elizabeth Turner
Amy Roth McDuffie
Amanda Tori Sugimoto
Kathleen Jablon Stoehr, Santa Clara UniversityFollow
Angela Witters
Julia Aguirre
Tonya Bartell
Corey Drake
Mary Q. Foote

Document Type

Conference Proceeding

Publication Date

11-2016

Publisher

PME-NA

Abstract

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.

Editor

Marcy B. Wood
Erin E. Turner
Marta Civil
Jennifer A. Eli

Comments

Thirty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

November 3-6, 2016
Tucson, AZ USA

Recommended Citation

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.