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What Informs Their Practice? Reflections on In-Service Teacher Education and Prior Experiences for the Teaching of Mathematics to ELLs

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Teaching Mathematics to English Language Learners

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Abstract

In-service teachers bring a variety of past experiences to their new role of teaching mathematics to emergent bilinguals. This case study explores the way two high school math teachers have reflected upon and adjusted their practice, based on education and professional development, previous teaching experience, and self-initiated research for teaching mathematics to newcomers and English Language Learners.

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Author information

Authors and Affiliations

  1. Rutgers University, New Brunswick, NJ, USA

    Amanda E. Lowry

  2. Gordon College, Wenham, MA, USA

    Melinda Eichhorn

Authors
  1. Amanda E. Lowry
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  2. Melinda Eichhorn
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Correspondence to Amanda E. Lowry .

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Editors and Affiliations

  1. School of Education, Virginia Commonwealth University, Richmond, VA, USA

    Luciana C. de Oliveira

  2. Department of Mathematics, University of Arizona, Tucson, AZ, USA

    Marta Civil

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Lowry, A.E., Eichhorn, M. (2020). What Informs Their Practice? Reflections on In-Service Teacher Education and Prior Experiences for the Teaching of Mathematics to ELLs. In: de Oliveira, L.C., Civil, M. (eds) Teaching Mathematics to English Language Learners. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-48355-5_10

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  • DOI: https://doi.org/10.1007/978-3-030-48355-5_10

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-48354-8

  • Online ISBN: 978-3-030-48355-5

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