Practices in teacher education for supporting pre-service teachers in language-responsive teaching of modelling
Description
In this paper, I investigate practices in teacher education for language-responsive teaching of mathematics. I use action-research in a mathematics education course for primary school (grades 1–7), to systematically investigate my practices to support pre-service teachers in identifying language demands of modelling activities. Two sets of practices were identified regarding teaching about supporting communication and supporting multimodality. These practices were associated with pre-service teacher actions of talking, noticing, planning, and applying language-responsiveness. The paper concludes with recommendations for further changes and improvements in these practices. The study contributes to insights on improving teacher education practice for preparing language-responsive mathematics teachers.
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- Book: 10.5281/zenodo.5336638 (DOI)