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Experienced Teachers Talking about Their Mathematics Teaching with Linguistically Disadvantaged Learners

Artigo2024

Jenni Ingram ORCID; A Abbott ORCID; Kyla Smith ORCID; Núria Planas ORCID; Kirstin Erath ORCID

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Resumo

Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged and at considerable risk of school failure and early dropout. This is the case in many parts of the world. While much has been researched on linguistically disadvantaged learners in the fields of sociology and general pedagogy, little is known about the classroom teaching of mathematical content in language-responsive ways for all learners in school. Experienced mathematics teachers draw on a wealth of knowledge of content teaching in language-responsive ways developed through their practices working with linguistically disadvantaged learners in their classrooms. In this paper we report on interviews with some of these experienced mathematics teachers from seven educational contexts focusing on teaching probability in language-responsive ways. We focus on what we can learn from these teachers that could inform our practice as mathematics teacher educators and our research. We identify three challenges and three practices that add nuance and depth to theoretical research findings and recommendations on language in mathematics teaching, which can potentially develop these findings in more practical and accurate ways.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education, v. 27, n. 5, p. 785-808
Editora
Springer Science+Business Media
Ano
2024 (2024-04-11)
Idioma
en
Palavras-chave
Mathematics Instruction; Teaching Methods; Disadvantaged; Barriers; Experienced Teachers; Poverty; At Risk Students; Academic Failure; Mathematics Teachers; Dropouts; Second Language Learning; Teacher Attitudes; mathematics education; teacher knowledge; probability education; language and mathematics; socioeconomic deprivation; school dropout; mathematics teacher education
Temas
Formação de Professores de Matemática, Probabilidade
DOI
10.1007/s10857-024-09628-4
ISSN
1386-4416, 1573-1820
Licença
cc-by
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
INGRAM, Jenni et al.. Experienced Teachers Talking about Their Mathematics Teaching with Linguistically Disadvantaged Learners. Journal of Mathematics Teacher Education, v. 27, n. 5, p. 785-808, 2024. DOI: https://doi.org/10.1007/s10857-024-09628-4.

APA

Ingram, J., Abbott, A., Smith, K., Planas, N., & Erath, K. (2024). Experienced Teachers Talking about Their Mathematics Teaching with Linguistically Disadvantaged Learners. Journal of Mathematics Teacher Education, 27(5), 785-808. https://doi.org/10.1007/s10857-024-09628-4

BibTeX
@article{ingram2024,
  author = {Ingram, Jenni and Abbott, A and Smith, Kyla and Planas, Núria and Erath, Kirstin},
  title = {Experienced Teachers Talking about Their Mathematics Teaching with Linguistically Disadvantaged Learners},
  year = {2024},
  journal = {Journal of Mathematics Teacher Education},
  volume = {27},
  number = {5},
  pages = {785-808},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10857-024-09628-4},
  language = {en}
}
RIS
TY  - JOUR
AU  - Ingram, Jenni
AU  - Abbott, A
AU  - Smith, Kyla
AU  - Planas, Núria
AU  - Erath, Kirstin
TI  - Experienced Teachers Talking about Their Mathematics Teaching with Linguistically Disadvantaged Learners
PY  - 2024
JO  - Journal of Mathematics Teacher Education
VL  - 27
IS  - 5
SP  - 785
EP  - 808
DO  - 10.1007/s10857-024-09628-4
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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