Helping children feel seen, heard, and understood: preservice teachers’ strategies to support diverse learners in math lessons-Reference-Cited by-同舟云学术

Helping children feel seen, heard, and understood: preservice teachers’ strategies to support diverse learners in math lessons

Published:2023-01-13 Issue:4 Volume:44 Page:874-896
ISSN:1090-1027
Container-title:Journal of Early Childhood Teacher Education
language:en
Short-container-title:Journal of Early Childhood Teacher Education

Author:

Beisly Amber H.¹^ORCID,Lake Vickie E.²,Ross Rae²,Lim Boo-Young²

Affiliation:

1. Department of Curriculum Instruction and Learning Science, Texas a & M University-Corpus Christi, Corpus Christi, Texas, USA

2. Department of Early Childhood Education, University of Oklahoma, Norman, Oklahoma, USA

Funder

funding agencies in the public, commercial, or not-for-profit sectors

Publisher

Informa UK Limited

Subject

Social Sciences (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10901027.2023.2165983

Reference99 articles.

1. Language, mathematics, and English language learners;Adoniou M.;Australian Mathematics Teacher,2014

2. Aguirre, J. (2009). Privileging math and equity in teacher education: Framework, counter-resistance strategies, and reflections from a Latina mathematics educator. In B. Greer, S. Mukhopadhyay, A. Powell, & S. Nelson-Barber (Eds.), Culturally responsive math education(pp. 295–319). New York, NY: Routledge.

3. Developing robust forms of preservice teachers’ pedagogical content knowledge through culturally responsive mathematics teaching analysis;Aguirre J.;Mathematics Teacher Education and Development,2012

4. Making Connections in Practice

5. Consensus on the Competencies for a Classroom Teacher to Support Gifted Students in the Regular Classroom: A Delphi Study

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