Investigating Mathematics Teaching Practices in Latin America: Reflections on Preparing U.S. Teachers of English Learners
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.
Downloads
Published
Issue
Section
License
Authors of papers submitted to TEEM agree not to publish or submit for publication their paper while it is under consideration for TEEM. Authors agree to transfer copyright of the paper to TODOS, but still keep the right to share (without charge) print or electronic copies of their TEEM article with their students and colleagues. Authors may post a pdf of their article on their personal or school’s website after that article has been posted (in early view or final form) on the TEEM website.
