通过与ELL的互动指导语文教师适应数学单词问题

Q4 Social Sciences

Journal of Urban Mathematics Education Pub Date : 2017-07-27 DOI:10.21423/jume-v10i1a291

Terri L. Kurz, Conrado Gomez, Margarita Jiménez-Silva

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引用次数: 3

摘要

在本文中，作者提出了一个框架来指导小学职前教师适应数学单词问题，以更好地满足英语学习者的需求。他们分析了职前教师在一对一环境中实施的ELL适应。通过定性方法，确定了关于实施适应的四个主题:语言适应、数学适应、工具/视觉适应和结构适应。作者得出结论，该框架成功地帮助职前教师通过与ELLs互动来学习适应课程。讨论了对教师教育的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs

In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations are identified: language adaptations, mathematical adaptations, tool/visual adaptations, and structural adaptations. The authors conclude that the framework was successful in helping preservice teachers learn about adapting curriculum by interacting with ELLs. Implications for teacher education are discussed.

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来源期刊

Journal of Urban Mathematics Education Social Sciences-Education

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

23 weeks