Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States
This study examines the beliefs of fourteen preservice teachers in the Southeast United States about mathematics and language in the context of teaching mathematics to English learners. Qualitative interviews were conducted using survey items as a starting point for the questioning. Speer’s (2008)...
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| Format: | Article |
| Language: | English |
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Sociedad Española de Investigación en Educación Matemática
2021-05-01
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| Series: | Avances de Investigación en Educación Matemática |
| Subjects: | |
| Online Access: | https://aiem.es/article/view/3900 |
| _version_ | 1817970995094355968 |
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| author | Anthony Fernandes Leslie H. Kahn |
| author_facet | Anthony Fernandes Leslie H. Kahn |
| author_sort | Anthony Fernandes |
| collection | DOAJ |
| description |
This study examines the beliefs of fourteen preservice teachers in the Southeast United States about mathematics and language in the context of teaching mathematics to English learners. Qualitative interviews were conducted using survey items as a starting point for the questioning. Speer’s (2008) construct of collections of beliefs was used to understand the preservice teachers’ belief system and the interaction of beliefs. Three primary beliefs emerged: mathematics is universal, mathematical language, and language barrier. Their belief about mathematics being universal was grounded in their view that mathematics was mostly about symbols and equations. The preservice teachers believed that there was some language in mathematics, though these features were not as pervasive as the symbolic form. Most of them also believed that the English learners were recent immigrants to the country and that English was a barrier for the students in the mathematics classroom. The beliefs interacted in three ways as they responded to the items: dominance, tension, and convergence.
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| first_indexed | 2024-04-13T20:41:10Z |
| format | Article |
| id | doaj.art-d6a663eed3c24b85b08a7bf91841f424 |
| institution | Directory Open Access Journal |
| issn | 2254-4313 |
| language | English |
| last_indexed | 2024-04-13T20:41:10Z |
| publishDate | 2021-05-01 |
| publisher | Sociedad Española de Investigación en Educación Matemática |
| record_format | Article |
| series | Avances de Investigación en Educación Matemática |
| spelling | doaj.art-d6a663eed3c24b85b08a7bf91841f4242022-12-22T02:30:51ZengSociedad Española de Investigación en Educación MatemáticaAvances de Investigación en Educación Matemática2254-43132021-05-011910.35763/aiem.v0i19.400Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United StatesAnthony Fernandes0Leslie H. Kahn1University of North Carolina at CharlotteTucson Unified School District This study examines the beliefs of fourteen preservice teachers in the Southeast United States about mathematics and language in the context of teaching mathematics to English learners. Qualitative interviews were conducted using survey items as a starting point for the questioning. Speer’s (2008) construct of collections of beliefs was used to understand the preservice teachers’ belief system and the interaction of beliefs. Three primary beliefs emerged: mathematics is universal, mathematical language, and language barrier. Their belief about mathematics being universal was grounded in their view that mathematics was mostly about symbols and equations. The preservice teachers believed that there was some language in mathematics, though these features were not as pervasive as the symbolic form. Most of them also believed that the English learners were recent immigrants to the country and that English was a barrier for the students in the mathematics classroom. The beliefs interacted in three ways as they responded to the items: dominance, tension, and convergence. https://aiem.es/article/view/3900English learnersteaching mathematicslanguagebeliefsinterviews |
| spellingShingle | Anthony Fernandes Leslie H. Kahn Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States Avances de Investigación en Educación Matemática English learners teaching mathematics language beliefs interviews |
| title | Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States |
| title_full | Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States |
| title_fullStr | Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States |
| title_full_unstemmed | Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States |
| title_short | Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States |
| title_sort | preservice teachers beliefs in the context of teaching mathematics to english learners in the united states |
| topic | English learners teaching mathematics language beliefs interviews |
| url | https://aiem.es/article/view/3900 |
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