Language, Mathematics, and Learning: Beginning Teachers' Instantiation of Equity-Oriented Pedagogies

• In Event: 18.061 - Discourse, Identity, and Mathematics Learning

Abstract

This paper offers four case studies of bilingual/multilingual teachers who have been identified as exemplars during teacher preparation and examines their interpretations and instantiations of equity-oriented mathematics pedagogies in underperforming schools, largely composed of Spanish-English learners. Drawing on literature that focuses on the unique resources and challenges faced by teachers of cultural and linguistic diversity working in “underperforming” schools, the teachers’ mathematics teaching experiences are examined longitudinally. Findings outline teachers’ efforts to incorporate equity-oriented pedagogies and the factors that mediate their practice. Implications for teacher education will be discussed.

Author

• Cathery Yeh, Chapman University