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Full-Text Articles in Education
Early Career Elementary Teachers’ Practices & Perceptions Related To Language & Language Learners, Erin Elizabeth Turner, Amy Roth Mcduffie, Amanda Tori Sugimoto, Kathleen Jablon Stoehr, Angela Witters, Julia Aguirre, Tonya Bartell, Corey Drake, Mary Q. Foote
Early Career Elementary Teachers’ Practices & Perceptions Related To Language & Language Learners, Erin Elizabeth Turner, Amy Roth Mcduffie, Amanda Tori Sugimoto, Kathleen Jablon Stoehr, Angela Witters, Julia Aguirre, Tonya Bartell, Corey Drake, Mary Q. Foote
Teacher Education
There has been limited attention to early career teachers’ (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe multiple themes that cut across teachers’ noticing related to language and language learners, and discuss one theme (i.e., Perspectives on multiple languages) in more detail, including evidence of specific forms of noticing. Implications for teacher education and professional development are discussed.
Mathematical Misconceptions Of A Different Kind: Women Preservice Teachers’ Working Theories Of Mathematics Teaching, Kathleen Jablon Stoehr, Kathy Carter
Mathematical Misconceptions Of A Different Kind: Women Preservice Teachers’ Working Theories Of Mathematics Teaching, Kathleen Jablon Stoehr, Kathy Carter
Teacher Education
Mathematical anxiety and confidence in women who are entering the elementary teaching field is a subject that has captured the interest of mathematics teacher educators. Previous research has revealed that women who pursue elementary teaching careers are often individuals who themselves have confronted anxiety and low confidence in mathematics during their own K-12 experiences (Brady & Bowd, 2006; McGlynn-Stewart, 2010; Sloan, 2010). Prior studies in mathematics education reveal that individuals’ experiences with mathematics shape how they think about doing and teaching mathematics (Ball, 1988; Rodríguez & Kitchen, 2005). Long before preservice teachers step foot into their teacher education program, their …