Supporting Language Diversity In Mathematics Teacher Education: A Framework
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Original versionMeaney, T., & Lange, T. (2019). Supporting language diversity in mathematics teacher education: A framework. Lecture held at the 10th International Mathematics Education and Society Conference (MES10), Hyderabad, India.
Recently, we were funded to investigate how the compulsory mathematics teacher education courses for Grades 1-7 at our institution could be improved so that preservice teachers learn appropriate knowledge, skills and practices to teach argumentation for critical mathematics education (LATACME) in multilingual classrooms. We consider that aspects of the project are likely to be relevant for other programmes, both in Norway and elsewhere. In Norway, preservice teachers have complained that they are not receiving adequate input about how to teach subjects, such as mathematics, in multilingual classrooms. Internationally, there is an awareness that mathematics teacher education programmes should include understandings about how to work with language diversity at the school level. However, research has shown that it is difficult to provide programmes that situates language diversity as a resource and challenges preservice teachers’ deficit views about language diverse students.