Informing Practice: Uncovering and Eliciting Perceptions in Linguistically Diverse Classrooms

Authors

• M. Alejandra Sorto
• Carlos A. Mejía Colindres
• Aaron T. Wilson, The University of Texas Rio Grande ValleyFollow

Document Type

Article

Publication Date

9-2014

Abstract

One of the many challenges that teachers face in mathematics classrooms is determining how much of the verbal and written explanations help students accomplish instructional goals. The challenge is greater in linguistically diverse classrooms because the explanations and multiple representations are not perceived uniformly by all students.

Comments

Copyright 2014 National Council of Teachers of Mathematics, Inc.    

Recommended Citation

Sorto, M. Alejandra, Carlos A. Mejía Colindres, and Aaron T. Wilson. "Informing Practice: Uncovering and Eliciting Perceptions in Linguistically Diverse Classrooms: research matters for teachers." Mathematics Teaching in the Middle School 20, no. 2 (2014): 72-77. https://doi.org/10.5951/mathteacmiddscho.20.2.0072

Publication Title

Mathematics Teaching in the Middle School

DOI

10.5951/mathteacmiddscho.20.2.0072