The language orientations of future mathematics teachers in the United States
Thirty-one preservice teachers at a university in the Southeast of the United States were interviewed regarding their beliefs about the teaching mathematics to English Learners. Ruiz’s (1984) framework of language orientations was used to understand their responses related to the use of the native...
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| Format: | Article |
| Language: | English |
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Hipatia Press
2020-02-01
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| Series: | REDIMAT |
| Online Access: | https://hipatiapress.com/hpjournals/index.php/redimat/article/view/4297 |
| _version_ | 1811165664747978752 |
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| author | Anthony Fernandes |
| author_facet | Anthony Fernandes |
| author_sort | Anthony Fernandes |
| collection | DOAJ |
| description |
Thirty-one preservice teachers at a university in the Southeast of the United States were interviewed regarding their beliefs about the teaching mathematics to English Learners. Ruiz’s (1984) framework of language orientations was used to understand their responses related to the use of the native language in the mathematics class. Four typologies that ranged from language-as-problem to language-as-resource were inferred. Implications for teacher preparation are discussed.
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| first_indexed | 2024-04-10T15:40:22Z |
| format | Article |
| id | doaj.art-e376d9af411c45028fa213d654a19e80 |
| institution | Directory Open Access Journal |
| issn | 2014-3621 |
| language | English |
| last_indexed | 2024-04-10T15:40:22Z |
| publishDate | 2020-02-01 |
| publisher | Hipatia Press |
| record_format | Article |
| series | REDIMAT |
| spelling | doaj.art-e376d9af411c45028fa213d654a19e802023-02-12T12:54:47ZengHipatia PressREDIMAT2014-36212020-02-019110.17583/redimat.2020.4297The language orientations of future mathematics teachers in the United StatesAnthony Fernandes0University of North Carolina - Charlotte Thirty-one preservice teachers at a university in the Southeast of the United States were interviewed regarding their beliefs about the teaching mathematics to English Learners. Ruiz’s (1984) framework of language orientations was used to understand their responses related to the use of the native language in the mathematics class. Four typologies that ranged from language-as-problem to language-as-resource were inferred. Implications for teacher preparation are discussed. https://hipatiapress.com/hpjournals/index.php/redimat/article/view/4297 |
| spellingShingle | Anthony Fernandes The language orientations of future mathematics teachers in the United States REDIMAT |
| title | The language orientations of future mathematics teachers in the United States |
| title_full | The language orientations of future mathematics teachers in the United States |
| title_fullStr | The language orientations of future mathematics teachers in the United States |
| title_full_unstemmed | The language orientations of future mathematics teachers in the United States |
| title_short | The language orientations of future mathematics teachers in the United States |
| title_sort | language orientations of future mathematics teachers in the united states |
| url | https://hipatiapress.com/hpjournals/index.php/redimat/article/view/4297 |
| work_keys_str_mv | AT anthonyfernandes thelanguageorientationsoffuturemathematicsteachersintheunitedstates AT anthonyfernandes languageorientationsoffuturemathematicsteachersintheunitedstates |