A Literature Review on Preservice Teacher Preparation to Teach Mathematics in Bilingual Classrooms

• In Event: 25.029 - Learning to Teach Mathematics in Bilingual Classrooms: Considering Preservice Teachers' Past, Present, and Future Experiences

Abstract

Objective
Despite extensive research on teachers’ preparation to teach culturally and linguistically diverse students (CLDs) in general, few studies have focused on the preparation of teachers to teach mathematics to CLDs (Janzen, 2008). The purpose of this literature review is to contribute a starting point for mathematics teacher educators (MTEs) interested in pre-service teachers’ (PSTs) learning to teach CLDs. We argue for future research (1) to expand the current focus on PSTs’ linguistic awareness, and (2) to take on a resource-based approach, eliciting what PSTs know about teaching mathematics in bilingual classrooms and devising different entry points for PSTs to refine and expand their practice.


Methods
This paper reviews 14 articles published in peer-reviewed journals. Our search in different databases included the word mathematics, an expression to refer to bilingualism (English language learner, ELLs, ELs, bilinguals, multilingual, or linguistically diverse), and an expression to refer to pre-service teachers (pre-service teachers, PSTs, prospective teachers, or future teachers). We analyzed titles, abstracts, and introductions to decide on articles’ relevance to the focus of this review (pre-service teachers’ preparation to teach mathematics to CLDs). We located additional articles after analyzing the references in the initial set of articles. We discussed summaries that included the purpose, data sources, findings, and implications of each article. After agreeing on the summaries, we conducted thematic analysis of our summaries to establish emerging themes.

Findings
Three overlapping themes emerged from our analysis: First, previous research has explored how what we know about CLDs’ mathematics learning can inform how we prepare PSTs to teach mathematics in bilingual classrooms. Specifically, several studies have reported opportunities for PSTs to engage in and reflect on interactions with CLDs around meaningful mathematics tasks. Strategies that MTEs developed to draw PSTs’ attention to students’ mathematical thinking and language use include analyses of: videos of others’ teaching; PSTs’ own teaching; transcripts of task-based interviews involving PSTs and CLDs; PSTs’ mathematics learning narratives; and PSTs engagement in mathematics tasks in a language other than English. Second, MTEs have described effective ways to help PSTs acknowledge the interplay between language and mathematics learning. For example, studies reported PSTs’ frustration when engaging in mathematical activity in a language other than English, even when methods course instructors used strategies to support language learners. PSTs also acknowledged the importance and the challenges in helping CLDs develop mathematics registers. Third, previous research has emphasized linguistic components over other issues. The few studies that focus on issues other than language suggest that PSTs find it challenging to establish meaningful connections between culture, social justice and mathematics teaching.

Significance
This review of the literature helps identify the need for more research on PSTs’ preparation to teach mathematics in bilingual classrooms. Additionally, this paper suggests promising directions for future research, specifically, expanding the current focus on PSTs’ awareness of issues of language. More importantly, this paper challenges deficit views of PSTs by synthesizing how previous studies have drawn on what PST know about mathematics teaching and learning.

Authors

• Yue Bian, University of Washington - Bothell

• José Manuel Martínez, Michigan State University