Preservice Teachers' Mathematical Visual Implementation for Emergent Bilinguals

Author:
Ji-Yeong I Iowa State University

Search for other papers by Ji-Yeong I in
Current site
Google Scholar
PubMed
Close
and
Jasmine Stanford Iowa State University

Search for other papers by Jasmine Stanford in
Current site
Google Scholar
PubMed
Close

Using visuals is a well-known strategy to teach emergent bilinguals (EBs). This study examined how preservice teachers (PSTs) implemented visuals to help EBs understand mathematical problems and how an innovative intervention cultivated PSTs' capability of using visuals for EBs. Four middle school mathematics PSTs were engaged in a _ eld experience with EBs to work on mathematical problems; during the _ eld experience, the PSTs received interventions. In one intervention session, the PSTs were asked to make sense of a word problem written in an unknown language with different visuals. After this intervention, they changed their use of visuals when modifying tasks for EBs. The results suggest that immersive experiences where PSTs can experience learning from the perspective of EBs helps PSTs implement mathematically meaningful visuals in a way that makes mathematical problems accessible to EBs.

Contributor Notes

Ji-Yeong I, School of Education, Iowa State University, 1660B Lagomarcino Hall, 901 Stange Rd., Ames, IA, 50011; (515) 294-7667, jiyeongi@iastate.edu,

Jasmine Stanford, School of Education, Iowa State University, 1620 Lagomarcino Hall, 901 Stange Rd., Ames, IA, 50011; (515) 294-9531, jasmines@iastate.edu

(Corresponding author is I jiyeongi@iastate.edu)
(Corresponding author is Stanford jasmines@iastate.edu)
  • Collapse
  • Expand
Mathematics Teacher Educator
All Time Past Year Past 30 Days
Abstract Views 2720 1883 398
Full Text Views 178 23 2
PDF Downloads 273 117 3
EPUB Downloads 0 0 0