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Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States

Artigo2021

Anthony Fernandes; Leslie H. Kahn

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Resumo

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.

Dados da obra

Tipo
Artigo
Periódico
Avances de Investigación en Educación Matemática, n. 19
Editora
Sociedad Española de Investigación en Educación Matemática
Ano
2021
Idioma
en
Palavras-chave
English learners; teaching mathematics; language; beliefs; interviews
Temas
Álgebra
DOI
10.35763/aiem.v0i19.400
ISSN
2254-4313
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
FERNANDES, Anthony; KAHN, Leslie H.. Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States. Avances de Investigación en Educación Matemática, n. 19, 2021. DOI: https://doi.org/10.35763/aiem.v0i19.400.

APA

Fernandes, A., & Kahn, L. H. (2021). Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States. Avances de Investigación en Educación Matemática. https://doi.org/10.35763/aiem.v0i19.400

BibTeX
@article{fernandes2021,
  author = {Fernandes, Anthony and Kahn, Leslie H.},
  title = {Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States},
  year = {2021},
  journal = {Avances de Investigación en Educación Matemática},
  number = {19},
  publisher = {Sociedad Española de Investigación en Educación Matemática},
  doi = {10.35763/aiem.v0i19.400},
  language = {en}
}
RIS
TY  - JOUR
AU  - Fernandes, Anthony
AU  - Kahn, Leslie H.
TI  - Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States
PY  - 2021
JO  - Avances de Investigación en Educación Matemática
IS  - 19
DO  - 10.35763/aiem.v0i19.400
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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