Professional development as discourse change: Teaching mathematics to English learners

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dc.contributor.authorTakeuchi, Miwa
dc.contributor.authorEsmonde, Indigo
dc.date.accessioned2016-01-30T22:28:09Z
dc.date.available2016-01-30T22:28:09Z
dc.date.issued2011
dc.description.abstractThis study examines teacher learning from the perspective of cultural–historical activity theory, which emphasizes the creation of new environments and new artefacts. This study focuses on elementary school teachers' learning over the course of professional development (PD) sessions for equitable mathematics teaching. Within the PD, the teachers created a student project that investigated linguistic diversity in the school community. Thematic analysis reveals that teachers' discourse relating to teaching mathematics to English language learners (ELLs) changed after the implementation of the inquiry project. More specifically, the discourse shifted from focusing on ELLs' barriers and challenges to highlighting what ELLs can do. This shift was coupled with a change in the classroom mathematics learning environment.en_US
dc.description.refereedYesen_US
dc.identifier.doi10.1080/1554480X.2011.604904
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/35651
dc.identifier.urihttp://hdl.handle.net/1880/51073
dc.language.isoenen_US
dc.publisher.institutionUniversity of Torontoen_US
dc.publisher.urlhttp://www.tandfonline.com/doi/abs/10.1080/1554480X.2011.604904en_US
dc.rightsAttribution Non-Commercial No Derivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectMathematicsen_US
dc.subjectEnglish language learnersen_US
dc.subjectDiscourseen_US
dc.subjectProfessional developmenten_US
dc.titleProfessional development as discourse change: Teaching mathematics to English learnersen_US
dc.typejournal article
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