Using visuals is a well-known strategy
to teach emergent bilinguals (EBs). This study examined how preservice teachers
(PSTs) implemented visuals to help EBs understand mathematical problems and how
an innovative intervention cultivated PSTs’ capability of using visuals for
EBs. Four middle school mathematics PSTs were engaged in a field experience with
EBs to work on mathematical problems; during the field experience, the PSTs
received interventions. In one intervention session, the PSTs were asked to
make sense of a word problem written in an unknown language with different
visuals. After this intervention, they changed their use of visuals when
modifying tasks for EBs. The results suggest that immersive experiences where
PSTs can experience learning from the perspective of EBs helps PSTs implement
mathematically meaningful visuals in a way that makes mathematical problems
accessible to EBs.

Related MTE Podcast

Grades: 3rd to 5th, Pre K to 2nd, 9th to 12th, 6th to 8th

Num & Ops Fractions

Geometry

Measurement & Data

Counting & Cardinality

Mathematical Practices

Functions

Algebra

Ratio & Proportion

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Reason with shapes and their attributes.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Develop understanding of fractions as numbers.

Count to tell the number of objects.

Look for and make use of structure.

Model with mathematics.

Make sense of problems and persevere in solving them.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Interpreting Functions

Reasoning with Equations and Inequalities

Creating Equations

Analyze proportional relationships and use them to solve real-world and mathematical problems.

Understand ratio concepts and use ratio reasoning to solve problems.

6.RP.A.1, 6.RP.A.2, 6.RP.A.3b, 7.RP.A.1, HSA-CED.A.2, HSA-REI.D.10, HSF-IF.B.4, 1.G.A.3, 2.G.A.3, 3.MD.C.7b, 4.MD.A.3, CCSS.Math.Practice.MP1, CCSS.Math.Practice.MP4, CCSS.Math.Practice.MP7, K.CC.B.4a, K.CC.B.4b, K.CC.B.5, 3.NF.A.1, 3.NF.A.3c, 3.MD.A.1, 3.MD.C.5a, 3.MD.C.5b, 3.MD.C.6, 3.MD.C.7a, 3.G.A.2, 4.NF.B.4a, 5.NF.B.3

More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons & Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.

Grades: 9th to 12th, 6th to 8th, 3rd to 5th, Pre K to 2nd

Mathematical Practices

Look for and express regularity in repeated reasoning.

Look for and make use of structure.

Model with mathematics.

Construct viable arguments and critique the reasoning of others.

Reason abstractly and quantitatively.

Make sense of problems and persevere in solving them.

CCSS.Math.Practice.MP1, CCSS.Math.Practice.MP2, CCSS.Math.Practice.MP3, CCSS.Math.Practice.MP4, CCSS.Math.Practice.MP7, CCSS.Math.Practice.MP8