Impact of an Online Course of Teaching Emergent Bilinguals Mathematics on Teacher Perspectives

Abstract

We investigated how an online course designed for teachers to learn how to teach mathematics for emergent bilinguals can change teachers’ beliefs toward emergent bilinguals, especially in terms of culturally responsive mathematics teaching. Using qualitative pre- and post-surveys and the modified culturally responsive mathematics teaching framework, we examined 27 teachers’ responses within five domains: cognitive demand, mathematical discourse, power and participation, academic language support, and funds of knowledge. The results showed both preservice and in-service teachers tended to shift their beliefs from deficit to asset-based views.