Exploring the Relationships Between Preservice Teacher Cognitions Toward Mathematics and English Leaner Students' Learning and Instruction of Mathematics

• In Event: Marriott Roundtable Session 30
  In Roundtable Session: Interaction of Beliefs and Instruction in Mathematics

Abstract

Evidence suggest that pre-service teachers’ cognitions, or their beliefs, perceptions, and attitudes, towards the learning and teaching of mathematics towards English Learners might also be influenced by their own cognitions about mathematics as a field of knowledge as well as how it should be taught and learned. This study aims to explore this relationship through a combination of descriptive and cluster analyses of survey responses aiming to capture both sets of cognitions from 60 PSTs. Moreover, a crosstabulation analysis is implemented that further highlights possible relationships between PSTs’ cognitions and the implications these might have.

Author

• Luis Miguel Fernandez, The University of Texas at Austin