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

Autor: Strohmaier AR; Center for Empirical Research on Language and Education, Leuphana Universität Lüneburg, Lüneburg, Germany.; TUM School of Social Sciences and Technology, Technische Universität München, Arcisstr. 21, 80333 München, Germany., Albrecht I; Center for Empirical Research on Language and Education, Leuphana Universität Lüneburg, Lüneburg, Germany.; Institut für Mathematik und ihre Didaktik, Leuphana Universität Lüneburg, Lüneburg, Germany., Schmitz A; Deutschdidaktik und ihre Disziplinen, PH Fachhochschule Nordwestschweiz, Windisch, Schweiz., Kuhl P; Center for Empirical Research on Language and Education, Leuphana Universität Lüneburg, Lüneburg, Germany.; Institut für Bildungswissenschaft, Leuphana Universität Lüneburg, Lüneburg, Germany., Leiss D; Center for Empirical Research on Language and Education, Leuphana Universität Lüneburg, Lüneburg, Germany.; Institut für Mathematik und ihre Didaktik, Leuphana Universität Lüneburg, Lüneburg, Germany.
Jazyk: angličtina
Zdroj: Journal fur Mathematik-Didaktik [J Math Didakt] 2023 Apr 26, pp. 1-30. Date of Electronic Publication: 2023 Apr 26.
DOI: 10.1007/s13138-023-00220-6
Abstrakt: 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.
Competing Interests: Conflict of interestA.R. Strohmaier, I. Albrecht, A. Schmitz, P. Kuhl and D. Leiss declare that they have no competing interests.
(© The Author(s) 2023.)
Databáze: MEDLINE
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