Teacher Knowledge and Teaching Practices in Linguistically Diverse Classrooms

Authors

M. Alejandra Sorto
Aaron T. Wilson, The University of Texas Rio Grande ValleyFollow
Alexander White

Document Type

Book Chapter

Publication Date

3-28-2018

Abstract

This study sought to empirically estimate teachers’ mathematical knowledge and knowledge of teaching linguistically diverse learners, and to shed light on the links that may exist between mathematical and teaching knowledge and classroom practices. Correlational analysis showed that there were strong associations between teachers’ mathematical knowledge and knowledge of teaching linguistically diverse learners. These in turn were strongly associated with rich mathematics and attention to students as learners during instruction.

Comments

© Springer International Publishing AG, part of Springer Nature 2018

Recommended Citation

Sorto, M.A., Wilson, A.T., White, A. (2018). Teacher Knowledge and Teaching Practices in Linguistically Diverse Classrooms. In: Moschkovich, J., Wagner, D., Bose, A., Rodrigues Mendes, J., Schütte, M. (eds) Language and Communication in Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-75055-2_16

Publication Title

Language and Communication in Mathematics Education

DOI

10.1007/978-3-319-75055-2_16