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The language orientations of future mathematics teachers in the United States

    1. [1] University of North Carolina - Charlotte
  • Localización: REDIMAT, ISSN-e 2014-3621, Vol. 9, Nº. 1, 2020, págs. 7-29
  • Idioma: inglés
  • DOI: 10.17583/redimat.2020.4297
  • Títulos paralelos:
    • Las orientaciones sobre lenguaje de los/as maestros/as de matemáticas en los Estados Unidos
  • Enlaces
  • Resumen
    • español

      Se entrevistaron treinta y un futuros maestros y maestras en el Sureste de Estados Unidos, sobre sus creencias sobre la enseñanza de las matemáticas a aprendices de inglés. El enfoque de Ruiz (1984) sobre las orientaciones del lenguaje fue usado para comprender sus respuestas relacionadas con el uso del idioma nativo en la clase de matemáticas. Se infirieron cuatro tipologías que van desde el lenguaje-como-problema al lenguaje-como-recurso. Se discuten implicaciones para la preparación de los futuros maestros y maestras.

    • English

      Thirty-one preservice teachers at a university in the Southeast of the United States were interviewed regarding their beliefs about the teaching mathematics to English Learners. Ruiz’s (1984) framework of language orientations was used to understand their responses related to the use of the native language in the mathematics class. Four typologies that ranged from language-as-problem to language-as-resource were inferred. Implications for teacher preparation are discussed.  

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