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ERIC Number: EJ1036780
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0162-6620
Mathematics, Power, and Language: Implications from Lived Experiences to Empower English Learners
Uribe-Flórez, Lida J.; Araujo, Blanca; Franzak, Mark; Haynes Writer, Jeanette
Action in Teacher Education, v36 n3 p234-246 2014
Because the English learners' (ELs) population is growing in the United States, teacher candidates should be provided with experiences that prepare them to effectively teach and empower linguistically/culturally diverse students. Teacher candidates should be provided with opportunities to learn skills that engage ELs in mathematics. In this article the authors present three lived experiences and analyze how these experiences disempowered/empowered ELs in mathematics classrooms. The first experience reflects a situation of a high school EL student in which she perceived a competition with her teacher. The second experience reveals the unintentional message a bilingual elementary schoolteacher communicated when teaching a mathematics lesson. The last experience portrays the implementation of a critical math/social studies day in an elementary school that was intended to provide support to all students. However, after a critical reflection on these experiences we identify our failure of empowering ELs. The authors invite the readers to be aware of ELs' emotional and cognitive needs to really feel empowered in the mathematics classroom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A