Investigating Mathematics Teaching Practices in Latin America: Reflections on Preparing U.S. Teachers of English Learners

M. Alejandra Sorto

doi:10.63966/teem.v2i1.1718

January 29, 2024

Investigating Mathematics Teaching Practices in Latin America: Reflections on Preparing U.S. Teachers of English Learners

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Key Points

Teaching practices in mathematics revealed important insights for educators, enhancing the preparation of teachers for diverse classrooms.
Analysis focused on two elementary classrooms in Costa Rica, comparing practices that may help English learners in the U.S.
Qualitative assessment provided reflections on effective strategies that could be incorporated into teacher education programs.
Findings suggest a need for adapted teaching practices in the U.S. to better support English learners in mathematics education.

Implication

Analysis reveals insights on teaching practices in mathematics for English learners, suggesting implications for teacher education in the U.S.

Abstract

This article analyzes teaching practices in mathematics from two elementary classrooms in Costa Rica, a Spanish speaking Latin American country. Insights and examples from the analysis may inform mathematics teacher educators and teachers of English learners in the U.S.

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Cite This Study

M. Alejandra Sorto (2024) studied this question.

synapsesocial.com/papers/68af658fad7bf08b1eae4f05 https://doi.org/10.63966/teem.v2i1.1718

View Full Paper

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Investigating Mathematics Teaching Practices in Latin America: Reflections on Preparing U.S. Teachers of English Learners

Key Points

Implication

Abstract

Discussion

Cite This Study

Investigating Mathematics Teaching Practices in Latin America: Reflections on Preparing U.S. Teachers of English Learners

Key Points

Implication

Abstract

Discussion

Cite This Study

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