Abstract
The preparation of teachers for diverse populations has been the subject of a growing body of research and discussion over the last two decades (e.g., Cochran-Smith, Fieman-Nemser, McIntyre, & Demers, 2008). However, as it stands now, there is not a great number of teachers who are adequately and appropriately prepared with the skills and knowledge to teach diverse students (Darling-Hammond, 2006). Since achievement in mathematics is highly dependent on teachers’ capabilities (e.g. Khisty, 2002; NCES, 2001), the underpreparedness of teachers does not bode well for Latinas/os and other nondominant students receiving the support they need to perform well in mathematics (Gutiérrez, 2002). While research has pointed to the importance of linguistically responsive learning environments for Latinos/as in mathematics (e.g. Khisty, 1995; Moschkovich, 1999a, 1999b) and to practices teachers can use to facilitate bilingual students’ content learning (Khisty & Viego, 1999), the question remains about how to prepare and support teachers in creating such learning environments.
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This chapter describes work conducted as part of CEMELA, supported in part by the National Science Foundation (Grant ESI-0424983). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
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Vomvoridi-Ivanović, E., Gutiérrez, M.V., Viego, G., Simić-Muller, K., Khisty, L.L. (2013). Teacher Development in After-School Mathematics Contexts: Insights from Projects that Capitalize on Latinas/os’ Linguistic and Cultural Resources. In: Bevan, B., Bell, P., Stevens, R., Razfar, A. (eds) LOST Opportunities. Explorations of Educational Purpose, vol 23. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4304-5_17
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