Language Demands Tool: Attuning Prospective Teachers' Vision to the Role of Language in Mathematics Education

Autor/in	Sugimoto, Amanda T.
Titel	Language Demands Tool: Attuning Prospective Teachers' Vision to the Role of Language in Mathematics Education
Quelle	In: Mathematics Teacher Educator, 10 (2022) 3, S.178-190 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Teachers; Preservice Teacher Education; Preservice Teachers; Methods Courses; Mathematics Instruction; Teaching Methods; Language Usage; Elementary School Mathematics; English Language Learners; Observation + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Elementare Mathematik; Schulmathematik; Beobachtung
Abstract	Mathematics standards and practices highlight the vital role that language plays in mathematics education. However, there remains a common misconception that mathematics is somehow language-free or less linguistically demanding than other content areas. This qualitative study describes an intervention implemented in six elementary mathematics methods courses. The intervention was designed to attune prospective teachers' noticing to the language modalities and supports in mathematics teaching and learning. The intervention began with an observation tool that prospective teachers completed in their field placement classrooms. This article classifies prospective teachers' noticing and explicates how these noticing became a pedagogical catalyst for further learning and discussion in subsequent mathematics methods classes. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01