Discussing mathematics teacher education for language diversity

Abstract

As part of a large research project about supporting preservice teachers to learn about teaching argumentation for critical mathematics education in multilingual classrooms, we outline a framework for considering the knowledge, skills and practices that we, as teacher educators, consider mathematics teachers need. Our objective for describing such a framework is to provide a discussion document for teacher educators, primarily at our institution, but also for others who aim to improve their mathematics teacher education practices and want to determine theoretically how to navigate the complexity of changing our practices.