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Which Potential Linguistic Challenges do Pre-Service Teachers Identify in a Mathematical Expository Text?

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Summary
This summary is machine-generated.

Pre-service teachers struggle to identify linguistic challenges in math texts, recognizing only 12% of issues found by experts. This highlights a gap in preparing educators for linguistically responsive mathematics teaching.

Keywords:
ExplanationExpository textLanguageLinguistic challengesLinguistically responsive teachingTeacher competence

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Area of Science:

  • Mathematics Education
  • Linguistics in Education

Background:

  • Language is integral to mathematical thinking and learning.
  • Effective mathematics teaching requires linguistically responsive strategies.
  • Identifying linguistic challenges in mathematical texts is a key teacher skill.

Purpose of the Study:

  • To investigate pre-service teachers' ability to identify linguistic challenges in mathematical expository texts.
  • To compare pre-service teachers' identifications with expert assessments.
  • To explore factors influencing the identification of linguistic challenges.

Main Methods:

  • A study involving 115 pre-service teachers.
  • Analysis of participants' identification of linguistic challenges in a ninth-grade mathematical text.
  • Comparison with a reference expert group's identified challenges.

Main Results:

  • Pre-service teachers identified only 12% of potential linguistic challenges identified by experts.
  • Challenges at the word level and those specific to mathematics were identified more frequently.
  • Disagreement existed in subjective judgments of challenge disciplinarity between participants and experts.

Conclusions:

  • Pre-service teachers demonstrate limited proficiency in identifying linguistic challenges in mathematical texts.
  • Current teacher preparation may not adequately equip educators for linguistically responsive mathematics instruction.
  • Further training is needed to enhance teachers' ability to address linguistic barriers in math learning.