Contextualizing the Mathematical Knowledge for Teaching Framework for teachers of Emergent Bilinguals

Frontiers in Education

Education

Mayra Ortiz Galarza¹  Luis Miguel Fernández² 

[1] The University of Texas Rio Grande Valley, Edinburg, TX, United States;null;

关键词: mathematics teacher education;    English learner students;    Mathematical Knowledge for Teaching (MKT);    pre-service teachers;    emergent bilingual learners;   

DOI  :  10.3389/feduc.2023.1146797

 received in 2023-01-17, accepted in 2023-05-15,  发布年份 2023

来源: Frontiers

【 摘 要 】

We are amid a rapid demographic shift, with Emergent Bilinguals (EBs) being the fastest growing K-12 student population. This has created an ambitious goal for teacher education programs as they must prepare mathematics pre-service teachers (PSTs) to assess the needs of EBs. As a response, this study conducted a qualitative analysis of 16 PSTs to propose a contextualized version of the Mathematical Knowledge for Teaching (MKT) framework as an emerging knowledge base of teaching that can be used to further guide the planning and enactment of teacher education programs in the mathematics education of EBs, specifically.

【 授权许可】

Unknown   
Copyright © 2023 Fernández and Ortiz Galarza.