Hauptvortrag: Learning possibilities when multilingual preservice teachers evaluate multilingual mathematical argumentations
Learning possibilities when multilingual preservice teachers evaluate multilingual mathematical argumentations
Western Norway University, Norwegen
Language as a resource or students’ linguistic repertoires have become buzz words in discussions about teaching in multilingual classrooms. Nevertheless, it is not simple to know how teacher educators can support preservice teachers to identify the possibilities that make use of different languages and cultural artefacts to deepen students’ mathematical thinking. In this lecture, different aspects of a large research project about improving preservice teachers’ learning about teaching mathematical argumentation are used to show how the languages and understandings preservice teachers have about Grade 4 students’ high quality mathematical are culturally dependent. Opening up discussions about differences in assumptions about mathematical argumentation can provide opportunities for deepening students’ mathematical thinking.