id: 06542642
dt: a
an: 2016b.00208
au: Essien, Anthony A.; Chitera, Nancy; Planas, Núria
ti: Language diversity in mathematics teacher education: challenges across
three countries.
so: Barwell, Richard (ed.) et al., Mathematics education and language
diversity. The 21st ICMI study. Cham: Springer (ISBN
978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series,
103-119 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: C50 D39
ut: language diversity; teacher education; multilingual classrooms
ci:
li: doi:10.1007/978-3-319-14511-2_6
ab: Summary: This chapter focuses on the awareness and the practices of
mathematics teacher educators in linguistically diverse classrooms
across three countries ‒ South Africa, Malawi, and Catalonia-Spain.
We explore whether and how mathematics teacher educators’ awareness
in three mathematics classrooms (one from each country) impact on
classroom practice and whether these practices were anchored in
becoming teachers of mathematics, becoming teachers of mathematics in
multilingual classrooms, becoming learners of mathematics content or
becoming proficient English users. The findings reveal that the
mathematics teacher educators were generally aware of the context of
their practice: that they were teaching linguistically diverse
mathematics student teachers who would most likely teach mathematics in
a similar linguistic context. However, the practices that were used by
these teacher educators were anchored in and position mathematics
student teachers as becoming teachers of mathematics and becoming
learners of mathematics content. Little attention was paid to becoming
teachers of mathematics in multilingual contexts.
rv: