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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2019.3
- 수록면
- 19 - 33 (15page)
- DOI
- https://doi.org/10.7468/jksmed.2019.22.1.19
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While the field of mathematics education strives to promote equitable mathematics learning and identifies it as a core instructional practice, less is known about its effective enactment. As teachers' teaching practices are dependent on their views and beliefs, this study investigated 133 elementary pre-service teachers' (PSTs') interpretations of diverse learners' learning experiences and proposed accommodations for them as reflected in their lesson planning process. Findings showed that PSTs came up with some strategies that are often suggested in teacher education literature, such as using multiple modes of representation and various grouping strategies. However, their responses were generic in nature rather than specific to diverse learners. Also, it was noted that many PSTs' interchangeably referred to the English Language Learners (ELLs), struggling learners, and culturally diverse learners, inferring that they thought that culturally diverse students must have been ELLs and that ELLs or culturally diverse students must have been weaker students in math. We found that the PSTs used their own frames while filtering and discarding information about diverse student populations to develop instructional plans, rather than based on the results of assessments of learning. We suggest that it is the critical first step to unwrap PSTs' unproven assumptions to better equip them for working with all of their future students.
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참고문헌 (26)
참고문헌 신청
Akiba, M. / 2011 / Identifying program characteristics for preparing pre-service teachers for diversity / Teachers College Record 113(3):658~697
Bannister, N. / 2015 / Reframing practice : Teacher learning through interactions in a collaborative group / Journal of the Learning Sciences 24(3):1~26
Boaler, J. / 2008 / Promoting 'relational equity' and high mathematics achievement through an innovative mixed ability approach / British Educational Research Journal 34(2):167~194
Brevik, L. M. / 2018 / Student teachers’ practice and experience with differentiated instruction for students with higher learning potential / Teaching and Teacher Education 71:34~35
Carspecken, P. F. / 1996 / Critical ethnography in educational research : A theoretical and practical guide / Routledge
Bannister, N. / 2015 / Reframing practice : Teacher learning through interactions in a collaborative group / Journal of the Learning Sciences 24(3):1~26
Boaler, J. / 2008 / Promoting 'relational equity' and high mathematics achievement through an innovative mixed ability approach / British Educational Research Journal 34(2):167~194
Brevik, L. M. / 2018 / Student teachers’ practice and experience with differentiated instruction for students with higher learning potential / Teaching and Teacher Education 71:34~35
Carspecken, P. F. / 1996 / Critical ethnography in educational research : A theoretical and practical guide / Routledge
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