Developing a Framework of Outcomes for Mathematics Teacher Learning: Three Mathematics Educators Engage in Collaborative Self-Study

Autor/inn/en	Bahr, Damon L.; Monroe, Eula Ewing; Mantilla, Jodi
Titel	Developing a Framework of Outcomes for Mathematics Teacher Learning: Three Mathematics Educators Engage in Collaborative Self-Study
Quelle	In: Teacher Education Quarterly, 45 (2018) 2, S.113-134 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Outcomes of Education; Mathematics Instruction; Mathematics Teachers; Models; Teacher Collaboration; Self Evaluation (Individuals); Independent Study; Preservice Teachers; Preservice Teacher Education; Inservice Teacher Education; Teacher Educators; Cooperative Learning; Teaching Methods; English Language Learners; Science Instruction; Qualitative Research; Educational Change; Faculty Development; Utah + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Analogiemodell; Lehrerkooperation; Selbststudium; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Teacher education; Education; Lehrerbildung; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Bildungsreform
Abstract	This article synthesizes the literature on what it means to teach mathematics and science to ELLs and abstract from it a set of knowledge and skills teachers might need to teach ELLs effectively. To this end, the article brings together the sociocultural and linguistic perspectives identifying three areas of effective teaching practice. One argument is that collaborative learning conditions are beneficial in teaching mathematics and science to ELLs. A second contention is that teachers should be able to engage ELLs in mathematics 'talk' and the discourse of scientific concepts by bridging the divide between students' background experiences and the content of mathematics and science lessons. The third area of effective teaching practice forwards the claim that teachers should engage ELLs in talking and writing the language of mathematics and science. To support this point, the linguistic perspective identifies the shared and distinctive features of the academic languages of mathematics and science. Into this discussion, we integrate the insights of the mathematics and science specialists that participated in our panel. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01