dc.contributor.author | Kasari, Georgia | |
dc.date.accessioned | 2021-10-13T11:46:41Z | |
dc.date.available | 2021-10-13T11:46:41Z | |
dc.date.created | 2021-09-28T15:31:26Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Kasari, G. (2021). Practices in teacher education for supporting pre-service teachers in language-responsive teaching of modelling. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 2, pp. 535– 544). Tredition. | en_US |
dc.identifier.isbn | 978-3-347-39910-5 | |
dc.identifier.uri | https://hdl.handle.net/11250/2791273 | |
dc.description.abstract | In this paper, I investigate practices in teacher education for language-responsive teaching of mathematics. I use action-research in a mathematics education course for primary school (grades 1–7), to systematically investigate my practices to support pre-service teachers in identifying language demands of modelling activities. Two sets of practices were identified regarding teaching about supporting communication and supporting multimodality. These practices were associated with pre-service teacher actions of talking, noticing, planning, and applying language-responsiveness. The paper concludes with recommendations for further changes and improvements in these practices. The study contributes to insights on improving teacher education practice for preparing language-responsive mathematics teachers. | en_US |
dc.description.abstract | Στο παρόν κείμενο διερευνώνται οι πρακτικές εκπαίδευσης εκπαιδευτικών για την γλωσσικάανταποκρινόμενη διδασκαλία των μαθηματικών. Αξιοποιώντας την έρευνα-δράση διερευνώ τις πρακτικές που χρησιμοποιώ στο πλαίσιο ενός μαθήματος μαθηματικών για την υποστήριξη των μελλοντικών εκπαιδευτικών (τάξεις 1–7) στην αναγνώριση των γλωσσικών απαιτήσεων δραστηριοτήτων μοντελοποίησης. Αναδεικνύονται δύο θεματικοί άξονες πρακτικών, ως προς την υποστήριξη της επικοινωνίας και της πολυτροπικότητας, καθώς και εμπλοκή των μελλοντικών εκπαιδευτικών σε γλωσσικά-ανταποκρινόμενες δράσεις συζήτησης, παρατήρησης, σχεδιασμού και εφαρμογής. Η παρούσα μελέτη δύναται να συνδράμει στη βελτίωση της πρακτικής των εκπαιδευτών για την προετοιμασία γλωσσικά-ανταποκρινόμενων εκπαιδευτικών των μαθηματικών. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Tredition | en_US |
dc.relation.ispartof | Exploring new ways to connect: Pro-ceedings of the Eleventh International Mathematics Education and Society Conference. Volume 2. Tredition | |
dc.relation.uri | https://hvl.box.com/s/gh0u9mbactq0uhw8plsmblifblo2y7jo | |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | Allmennlærerutdanning | en_US |
dc.subject | Teacher Education | en_US |
dc.subject | Flerspråklighet | en_US |
dc.subject | Multilingualism | en_US |
dc.subject | Matematikdidaktik | en_US |
dc.subject | Mathematics Education | en_US |
dc.subject | Matematisk modellering | en_US |
dc.subject | Mathematical modelling | en_US |
dc.subject | Aksjonsforskning | en_US |
dc.subject | Action research | en_US |
dc.title | Practices in teacher education for supporting pre-service teachers in language-responsive teaching of modelling | en_US |
dc.type | Chapter | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.pagenumber | 535-544 | en_US |
dc.identifier.doi | 10.5281/zenodo.5414478 | |
dc.identifier.cristin | 1939981 | |
dc.relation.project | Norges forskningsråd: 273404 | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |