Experiencing Multilingualism in the Math Classroom: A Conversation Starter with Teacher Candidates
Abstract
This article invites readers into an abbreviated version of the “Experiencing Multilingualism in the Mathematics Classroom” (EMMC) activity as they read about teacher candidates’ responses and reflections. The EMMC activity was designed as a conversation starter for teacher candidates to build their awareness and help them consider how to support emerging multilingual students in the mathematics classroom, including sensory, graphic, and interactive support strategies. Our teacher candidates’ reflections demonstrate the importance of building awareness and understanding of linguistic diversity in the mathematics classroom. They also suggest the need for more conversations and supports for teacher candidates to move beyond awareness.
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