Impact on Teacher Beliefs about Emergent Bilinguals’ Mathematical Learning

Ji Yeong I, Christa Jackson, Ricardo Martinez

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

We investigated how an online course designed for teachers to learn how to teach mathematics for emergent bilinguals influenced teachers’ beliefs toward emergent bilinguals, especially in terms of culturally responsive mathematics teaching. Using qualitative pre- and post-surveys and the modified culturally responsive mathematics teaching framework, we examined 27 teachers’ responses within five domains: cognitive demand, mathematical discourse, power and participation, academic language support, and funds of knowledge. The results showed both preservice and in-service teachers began to shift their beliefs from deficit to asset-based views.

Original languageEnglish (US)
Pages (from-to)68-90
Number of pages23
JournalMathematics Teacher Education and Development
Volume22
Issue number1
StatePublished - 2020

All Science Journal Classification (ASJC) codes

  • Education
  • General Mathematics

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