Abstract
In-service teachers bring a variety of past experiences to their new role of teaching mathematics to emergent bilinguals. This case study explores the way two high school math teachers have reflected upon and adjusted their practice, based on education and professional development, previous teaching experience, and self-initiated research for teaching mathematics to newcomers and English Language Learners.
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CITATION STYLE
Lowry, A. E., & Eichhorn, M. (2020). What Informs Their Practice? Reflections on In-Service Teacher Education and Prior Experiences for the Teaching of Mathematics to ELLs. In Teaching Mathematics to English Language Learners: Preparing Pre-service and In-service Teachers (pp. 183–204). Springer International Publishing. https://doi.org/10.1007/978-3-030-48355-5_10
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