Preservice teachers’ beliefs in the context of teaching mathematicsto English learners in the United States

• Anthony Fernandes ^[1] ; Leslie H. Kahn ^[2]
  1. [1] University of North Carolina at Charlotte

     University of North Carolina at Charlotte

     Estados Unidos

     
  2. [2] Tucson Unified School District
• Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 19, 2021, págs. 100-116
• Idioma: inglés
• DOI: 10.35763/aiem.v0i19.400
• Títulos paralelos:
  • Creencias de futuros profesores de matemáticas en el contexto de enseñar matemáticas a aprendices de inglés en los Estados Unidos
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio examina las creencias de catorce futuros profesores en el Sudeste de Estados Unidos sobre matemáticas y lengua en el contexto de enseñar matemáticas a aprendices de inglés. Se realizaron entrevistas cualitativas con ítems de encuesta como punto de partida de las preguntas. El constructo de colecciones de creencias de Speer (2008) sirvió para comprender el sistema de creencias de los futuros profesores y la interacción entre creencias. Emergieron tres creencias básicas: la matemática es universal, la lengua matemática y la barrera de la lengua. La creencia sobre la universalidad de la matemática estaba basada en su visión de que la matemática trata sobre todocon símbolos y ecuaciones. Los futuros profesores creían que había algo de lengua en la matemática, aunque estos rasgos eran menos presentes que la forma simbólica. La mayoría también creía que los aprendices de inglés eran migrantes recientes en el país y que el inglés era una barrera para ellosen clase de matemáticas. Las creencias interactuaron de tres maneras en las respuestas a los ítems: dominación, tensión y convergencia.

  • English

    This study examines the beliefs offourteen preservice teachers in the Southeast United States about mathematics and language in the context of teaching mathematics to English learners. Qualitative interviews were conducted using survey items as a starting point for the questioning. Speer’s (2008) construct of collections of beliefs was used to understand the preservice teachers’ belief system and the interaction of beliefs. Three primary beliefs emerged:mathematics is universal, mathematical language, and language barrier. Their belief about mathematics being universal was grounded in their view that mathematics was mostly about symbols and equations. The preservice teachers believed that there was some language in mathematics, though these features were not as pervasive as the symbolic form. Most of themalso believed that the English learners were recent immigrants to the country and that English was a barrier for the students in the mathematics classroom. The beliefs interacted in three waysas they responded to the items: dominance, tension, and convergence.

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