Math Is More Than Numbers: Novice Bilingual Teachers and Their Mathematics Teaching Practices

• In Event: 68.060 - Roundtable Session 29
  In Roundtable Session: 68.060-18 - Perspectives on Teacher Identities, Language, and Empowerment

Abstract

This paper takes a sociocultural lens and examines the classroom ecology for learning language and mathematics. The report provides results from a three-year longitudinal study that examines how two novice bilingual teachers organize mathematics learning for their emergent bilinguals. Data sources consist of videotaped and transcribed observations of the classroom interaction during mathematics instruction during their first three years of professional teaching. Study findings reveal that the teachers were oriented towards differing views of learning that shaped how they organized learning for their students. Implications for teacher education are shared.

Author

• Cathery Yeh, Chapman University