Teacher Knowledge and Teaching Practices in Linguistically Diverse Classrooms
This study sought to empirically estimate teachers’ mathematical knowledge and knowledge of teaching linguistically diverse learners, and to shed light on the links that may exist between mathematical and teaching knowledge and classroom practices. Correlational analysis showed that there were strong associations between teachers’ mathematical knowledge and knowledge of teaching linguistically diverse learners. These in turn were strongly associated with rich mathematics and attention to students as learners during instruction.
KeywordsEnglish language learners Linguistic diversity Equity Teaching practices Teacher knowledge
This research was supported by the National Science Foundation grant DRL-1055067. The authors wish to thank the administrators, teachers, and students who allowed us into their classrooms.
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