Teachers' Understanding of Multilingual Learner Mathematics Instruction Within a Burgeoning Community of Practice

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Approaches to Preservice Teacher Education and Teacher Learning in Mathematics Education (Table 3)

Abstract

We studied teachers who participated in Studio Day Cycle professional learning organized around the development of Mathematical Language Routines (MLRs), examining how their participation supported teachers’ understanding of the MLRs. Using a framework of communities of practice, we analyzed teacher participants’ written reflections at each stage of the Studio Day Cycle, along with interviews with one of the teachers, coding for three elements of communities of practice: joint enterprise, mutuality, and shared repertoire. We found that engagement in the community of practice supported teachers’ understanding of the MLRs through establishing a space conducive to the work around the MLRs; providing opportunities to engage in feedback and exemplars around the MLRs; and produced adapted implementations of the MLRs.

Authors

• Margarita Anahi Rodriguez, University of California - Santa Barbara

• Sarah Ann Roberts, University of California - Santa Barbara

• Royce Olarte, University of California - Santa Barbara

• Grace Rincon Garcia, University of California - Santa Barbara

• Sasha Zepeda, University of California - Santa Barbara

• Nurgul Isik, University of California - Santa Barbara