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Exploring the Ways Emergent Bilingual Students' Engagement in Mathematical Practices is Supported through the Teacher-Curriculum Interaction
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Exploring the Ways Emergent Bilingual Students' Engagement in Mathematical Practices is Supported through the Teacher-Curriculum Interaction. |
| 개인저자 | Wynn, Lynda Marie. |
| 단체저자명 | University of California, San Diego. Mathematics and Science Education (Joint Doctoral with SDSU). |
| 발행사항 | [S.l.]: University of California, San Diego., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 327 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03A. Dissertation Abstract International |
| ISBN | 9781085621052 |
| 학위논문주기 | Thesis (Ph.D.)--University of California, San Diego, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Advisor: Zahner, William. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | This study investigated how eleven secondary mathematics teachers used curriculum resources to plan and enact lessons that support the participation of emergent bilingual (EB) students in mathematical practices in their linguistically diverse classrooms. EB students classified as English Learners often experience mathematics as a set of disconnected procedures. This investigation was rooted in a situated sociocultural theory of learning (Moschkovich, 2002) and a conceptual framework for the teacher-curriculum interaction (Remillard, 2005, 2009). This study was designed to answer the following questions: (1) How do curriculum materials provide supports for engaging emergent bilingual students in mathematical practices? and (2) How do teachers in linguistically diverse classrooms use curriculum materials to plan and enact lessons that support emergent bilingual students' engagement in mathematical practices?The study used a contrastive design, examining both the official curriculum and teacher-created materials used by teachers in two districts that adopted different Common Core-aligned curricula. The official curricula provided different types of guidance for teachers to support EB students. The eleven participating teachers, six from School A and five from School B, participated in a lesson planning interview (Grossman, 1990), a classroom observation, and a debriefing interview.Data analysis included inductive and deductive coding, using a priori codes based upon the CCSSM Standards for Mathematical Practice (NGA & CCSSO, 2010), the English Learners Success Forum's Guidelines for Improving Math Materials for ELs (ELSF, n.d.), and research on supporting English Learners (Chval, Pinnow, & Thomas, 2015). Some of the main findings of this investigation include the following. (1) The participating teachers held varying interpretations of the eight CCSSM Standards for Mathematical Practice, leading to a wide range of enactments of the same practice standard across classrooms. (2) The participating teachers were not using curriculum materials in their published forms. Teachers cited text difficulty and the difficulty their linguistically diverse students had with reading the textbooks as a rationale for modifying the written curriculum. (3) Despite these variations in enactment, all participating teachers expressed similar care and concern about the success of their students and believed that they were doing exactly what their students need to learn mathematics. |
| 일반주제명 | Mathematics education. Secondary education. Bilingual education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
