TEEM 2  - 2005

p.6 Pre-service Teachers’ Assumptions about Latino/a English Language Learners in Mathematics
Kathryn B. Chval and Rachel J. Pinnow

Abstract: We share data collected from 51 pre-service elementary mathematics teachers who were asked about teaching mathematics to English Language Learners (ELLs) who moved to the U.S. from Central America and China. We describe three critical misconceptions held by pre-service teachers (e.g., differential treatment of ELLs based on country of origin, isolation rather than community, and outsourcing to meet ELL needs) and discuss implications for teacher preparation and professional development to better equip teachers to teach mathematics to Latino/a student

p. 14 Investigating Mathematics Teaching Practices in Latin America: Reflections on Preparing U.S. Teachers of English Learners
M. Alejandra Sorto

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

p. 22 Revisiting Board Games: A New Twist on a Familiar Activity
Margarita Jiménez-Silva, Conrado L. Gómez and Janel White-Taylor

Abstract: Through collaboration between university faculty, pre-service teachers, and local teachers, mathematical board games were developed to teach mathematical concepts to students, especially English Language Learners (ELLs). Guidelines, resources, and examples are provided.