International Electronic Journal of Mathematics Education

Prospective Teachers’ Conceptions about Language and Mathematics Regarding English Language Learners
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2012 - Volume 7 Issue 1, pp. 21-38
  • Published Online: 06 Jun 2012
  • Article Views: 614 | Article Download: 562
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: McLeman L. Prospective Teachers’ Conceptions about Language and Mathematics Regarding English Language Learners. Int Elect J Math Ed. 2012;7(1), 21-38.
APA 6th edition
In-text citation: (McLeman, 2012)
Reference: McLeman, L. (2012). Prospective Teachers’ Conceptions about Language and Mathematics Regarding English Language Learners. International Electronic Journal of Mathematics Education, 7(1), 21-38.
Chicago
In-text citation: (McLeman, 2012)
Reference: McLeman, Laura. "Prospective Teachers’ Conceptions about Language and Mathematics Regarding English Language Learners". International Electronic Journal of Mathematics Education 2012 7 no. 1 (2012): 21-38.
Harvard
In-text citation: (McLeman, 2012)
Reference: McLeman, L. (2012). Prospective Teachers’ Conceptions about Language and Mathematics Regarding English Language Learners. International Electronic Journal of Mathematics Education, 7(1), pp. 21-38.
MLA
In-text citation: (McLeman, 2012)
Reference: McLeman, Laura "Prospective Teachers’ Conceptions about Language and Mathematics Regarding English Language Learners". International Electronic Journal of Mathematics Education, vol. 7, no. 1, 2012, pp. 21-38.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: McLeman L. Prospective Teachers’ Conceptions about Language and Mathematics Regarding English Language Learners. Int Elect J Math Ed. 2012;7(1):21-38.

Abstract

Little is understood about prospective teachers’ conceptions regarding the mathematics education of English language learners (ELLs). This study examined prospective teachers’ conceptions about language and mathematics while they investigated children’s thinking in a mathematics for teaching1 class. Findings show that participants thought teachers should help ELLs acquire mathematical language, which three participants saw as more than just vocabulary. All participants also thought it was important for children to express their mathematical understanding. However, two participants seemed to conceive of a unique way to express that understanding. These findings suggest that prospective teachers need to be critically exposed to literature regarding the mathematics instruction of ELLs earlier and more thoroughly through their teacher preparation coursework. Additionally prospective teachers will benefit from participating in experiences that focus on working with ELLs in mathematics classrooms.

References

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License

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