Which Potential Linguistic Challenges do Pre-Service Teachers Identify in a Mathematical Expository Text?
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Standard
in: Journal fur Mathematik-Didaktik, Jahrgang 44, Nr. 2, 10.2023, S. 295-324.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - Which Potential Linguistic Challenges do Pre-Service Teachers Identify in a Mathematical Expository Text?
AU - Strohmaier, Anselm R.
AU - Albrecht, Isabel
AU - Schmitz, Anke
AU - Kuhl, Poldi
AU - Leiss, Dominik
N1 - Publisher Copyright: © 2023, The Author(s).
PY - 2023/10
Y1 - 2023/10
N2 - Language is a crucial aspect of mathematical thinking and learning, and it is therefore essential for teachers to be equipped with the skills required for linguistically responsive teaching. This includes the ability to identify potential linguistic challenges in expository texts. In the present study, we investigated the ability of pre-service teachers (N = 115) to identify potential linguistic challenges in a mathematical expository text for ninth graders. Participants identified about 12% of the potential linguistic challenges that were previously identified by a reference expert group. They identified challenges more frequently that were on the word level and considered to be mathematics-specific by the experts. Subjective judgements of disciplinarity of the challenges differed between participants, and between participants and experts. No differences in the ability to identify potential linguistic challenges were found between participants who studied language arts (German or English) or mathematics as a subject. Our results indicate that pre-service teachers may not be adequately prepared to identify and respond to linguistic challenges in mathematical expository texts.
AB - Language is a crucial aspect of mathematical thinking and learning, and it is therefore essential for teachers to be equipped with the skills required for linguistically responsive teaching. This includes the ability to identify potential linguistic challenges in expository texts. In the present study, we investigated the ability of pre-service teachers (N = 115) to identify potential linguistic challenges in a mathematical expository text for ninth graders. Participants identified about 12% of the potential linguistic challenges that were previously identified by a reference expert group. They identified challenges more frequently that were on the word level and considered to be mathematics-specific by the experts. Subjective judgements of disciplinarity of the challenges differed between participants, and between participants and experts. No differences in the ability to identify potential linguistic challenges were found between participants who studied language arts (German or English) or mathematics as a subject. Our results indicate that pre-service teachers may not be adequately prepared to identify and respond to linguistic challenges in mathematical expository texts.
KW - Educational science
KW - Explanation
KW - Expository text
KW - language
KW - Linguistic challenges
KW - linguistically responsive teaching
KW - Teacher competence
UR - http://www.scopus.com/inward/record.url?scp=85153591730&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/eff059d4-6d05-36c3-9c52-d8220300ed6e/
U2 - 10.1007/s13138-023-00220-6
DO - 10.1007/s13138-023-00220-6
M3 - Journal articles
C2 - 37359760
AN - SCOPUS:85153591730
VL - 44
SP - 295
EP - 324
JO - Journal fur Mathematik-Didaktik
JF - Journal fur Mathematik-Didaktik
SN - 0173-5322
IS - 2
ER -