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Enacting multilingual learner core practices: a PST's approximations of practice of mathematics language routines.

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Title: Enacting multilingual learner core practices: a PST's approximations of practice of mathematics language routines.
Authors: Roberts, Sarah A.1 (AUTHOR) sroberts@education.ucsb.edu, Olarte, T. Royce1 (AUTHOR)
Source: Journal of Mathematics Teacher Education. May2025, Vol. 28 Issue 3, p465-490. 26p.
Subject Terms: *Student teachers, *Distance education, *Foreign language education, *COVID-19 pandemic, *Linguistic context
Abstract: This study considered a preservice teacher's (PST's) attention to multilingual learner core practices within her approximations of practice of mathematics language routines during a secondary mathematics methods course. We used a framework of approximations of practice to understand how a PST enacted and developed an understanding of multilingual learner core practices. To provide a vision for what multilingual learner core practices can look like in nontraditional instructional contexts, we qualitatively analyzed four approximations of practice of mathematics language routines from a single PST during a single semester of a methods course. We share how she navigated the remote teaching context and engaged sample students in all of the multilingual learner core practices despite the challenges of the COVID-19 pandemic, providing an example of what these practices may look like in remote instruction. We also discuss how these multilingual learner core practices interact and complement one another. We consider possible implications, limitations, and future research directions. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Enacting multilingual learner core practices: a PST's approximations of practice of mathematics language routines.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. May2025, Vol. 28 Issue 3, p465-490. 26p.
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  Data: This study considered a preservice teacher's (PST's) attention to multilingual learner core practices within her approximations of practice of mathematics language routines during a secondary mathematics methods course. We used a framework of approximations of practice to understand how a PST enacted and developed an understanding of multilingual learner core practices. To provide a vision for what multilingual learner core practices can look like in nontraditional instructional contexts, we qualitatively analyzed four approximations of practice of mathematics language routines from a single PST during a single semester of a methods course. We share how she navigated the remote teaching context and engaged sample students in all of the multilingual learner core practices despite the challenges of the COVID-19 pandemic, providing an example of what these practices may look like in remote instruction. We also discuss how these multilingual learner core practices interact and complement one another. We consider possible implications, limitations, and future research directions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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