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ERIC Number: EJ861664
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1523-5882
Reflections on Language and Mathematics Problem Solving: A Case Study of a Bilingual First-Grade Teacher
Musanti, Sandra I.; Celedon-Pattichis, Sylvia; Marshall, Mary E.
Bilingual Research Journal, v32 n1 p25-41 2009
This case study investigates a professional development initiative in which a first-grade bilingual teacher engages in learning and teaching Cognitively Guided Instruction, a framework for understanding student thinking through context-rich word-problem lessons. The study explores (a) the impact of classroom-based professional development on a teacher's understanding of teaching mathematics to Latina/o students, and (b) issues of language and culture with which the teacher grapples while engaged in reflecting on students' mathematical thinking. Our findings show that ongoing reflection, collegial conversations, and analysis of students' work enhanced teacher's understandings of students' mathematical learning, and of practices that provide students opportunities to solve contextualized mathematics problems, to communicate their solutions, and to represent their thinking. (Contains 4 footnotes and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A