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dc.contributor.authorMeaney, Tamsin
dc.contributor.authorLange, Troels
dc.date.accessioned2019-04-26T07:01:56Z
dc.date.available2019-04-26T07:01:56Z
dc.date.created2019-04-25T07:27:34Z
dc.date.issued2019
dc.identifier.citationMeaney, 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.nb_NO
dc.identifier.urihttp://hdl.handle.net/11250/2595583
dc.description.abstractRecently, 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.nb_NO
dc.language.isoengnb_NO
dc.titleSupporting Language Diversity In Mathematics Teacher Education: A Frameworknb_NO
dc.typeLecturenb_NO
dc.description.versionpublishedVersionnb_NO
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280nb_NO
dc.identifier.cristin1693780
cristin.unitcode203,10,3,0
cristin.unitnameInstitutt for språk, litteratur, matematikk og tolking
cristin.ispublishedtrue
cristin.fulltextoriginal


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