Preservice Teachers' Mathematics Task Modification for Emergent Bilinguals

Autor/in	I, Ji-Yeong
Titel	Preservice Teachers' Mathematics Task Modification for Emergent Bilinguals
Quelle	In: School Science and Mathematics, 119 (2019) 3, S.127-141 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (I, Ji-Yeong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12325
Schlagwörter	Bilingualism; Preservice Teachers; Mathematics Instruction; Difficulty Level; Teacher Education Programs; English (Second Language); Second Language Learning; Middle School Students; Intervention; Lesson Plans; Learning Strategies; Teaching Methods + Suchen Sie Ihr Suchwort? Bilingualismus; Mathematics lessons; Mathematikunterricht; Schwierigkeitsgrad; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesson planning; Unterrichtsplanung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Implementing mathematically challenging tasks is difficult for teachers when working with emergent bilinguals because cognitively demanding tasks in mathematics commonly have high language demand. Currently, inadequate teacher preparation for teaching emergent bilinguals is becoming a significant concern in the United States as this population of students is rapidly growing. This study investigated how two mathematics preservice teachers (PSTs) support middle school emergent bilinguals to understand cognitively demanding mathematical problems through task modification. Fieldwork with a concurrent intervention was designed for the PSTs to work with emergent bilinguals in a one-on-one setting. The PSTs modified cognitively demanding mathematics tasks and designed a lesson for the emergent bilinguals based on the modified tasks. The results revealed that the task modification made by the PSTs tended to shift from reducing cognitive demands in mathematics and language to maintaining the demands through learning strategies of contextual support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01