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- W2912912242 abstract "In spite of the widely accepted need for language-responsive subject-matter teaching, few teachers are prepared for this challenge due to the lack of empirically founded subject-specific professional development (PD) programs for language-responsive classrooms. The design research study presented in this article pursues the dual aim of (a) promoting teachers’ expertise in language-responsive mathematics teaching using PD courses and (b) investigating teachers’ developing expertise in qualitative case studies. Both aims are pursued based on a conceptual framework for teacher expertise in language-responsive mathematics teaching, starting from typical situational demands that teachers face in language-responsive mathematics teaching and the orientations, categories, and pedagogical tools they need to cope with these situational demands, especially the demand to identify mathematically relevant language demands. For language-responsive teaching, the interplay of categories for mathematical goals and language goals turns out to be of high relevance." @default.
- W2912912242 created "2019-02-21" @default.
- W2912912242 creator A5079797772 @default.
- W2912912242 date "2019-02-13" @default.
- W2912912242 modified "2023-09-25" @default.
- W2912912242 title "Investigating and promoting teachers’ expertise for language-responsive mathematics teaching" @default.
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- W2912912242 doi "https://doi.org/10.1007/s13394-019-00258-1" @default.
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