Intersecting Beliefs: Exploring Pre-Service Teachers’ Beliefs on Mathematics and Emergent Bilingual Mathematics Education

Authors

Luis Miguel Fernández, The University of Texas Rio Grande ValleyFollow
Ursula Nguyen, University of Nebraska-Lincoln
Mayra Ortiz Galarza, The University of Texas Rio Grande ValleyFollow
Martha Asare, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

1-7-2026

Abstract

Emergent Bilinguals (EBs) are the fastest-growing group in the U.S. K-12 system, offering opportunities to enrich mathematics classrooms and highlighting the need for pre-service teachers (PSTs) to adopt culturally responsive pedagogies. Despite progress in valuing EBs’ linguistic and cultural strengths, many PSTs still graduate with deficit-oriented beliefs that hinder effective mathematics instruction. This study explores the intersection of PSTs’ beliefs about mathematics and EB education, using survey data from 84 PSTs. Results reveal belief clusters, including traditionalist perspectives paired with moderate equity views and constructivist beliefs linked to stronger equity support. Findings can inform teacher preparation programs to foster inclusive, language-responsive mathematics pedagogy.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Bilingual Research Journal on January 7, 2026, available at; https://doi.org/10.1080/15235882.2025.2598010

Recommended Citation

Fernández, Luis Miguel, Ursula Nguyen, Mayra Ortiz-Galarza, and Martha Asare. "Intersecting Beliefs: Exploring Pre-Service Teachers’ Beliefs on Mathematics and Emergent Bilingual Mathematics Education." Bilingual Research Journal (2025): 1-20. https://doi.org/10.1080/15235882.2025.2598010

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Publication Title

Bilingual Research Journal

DOI

10.1080/15235882.2025.2598010