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When 10 [is not equal to] Ten: Teachers Develop Original Stories to Conceptualize Numeral Transition
Peer reviewed
Direct linkAn, Song A.; Hachey, Alyse C.; Kim, So Jung; Tillman, Daniel A. – Journal of Early Childhood Teacher Education, 2023
Traditionally, various meanings of "10" are systematically ignored in early childhood curriculum and children's understanding of numbers is restricted within the solitary mapping between the symbol "10" and quantity concept of "ten." This may be problematic for other ways that mathematics is used, both in modern life…
Descriptors: Mathematics Instruction, Teaching Methods, Numbers, Story Telling
Babino, Alexandra; Muñoz, Kimberly – Bilingual Research Journal, 2023
In a bilingual teacher preparation milieu fraught with high stakes and little time to develop biliteracies in humanizing ways, the researchers engaged in a comparative case study of two types of bilingual pre-service teachers, a heritage bilingual and an initially Spanish-dominant bilingual, to explore how they grew in their biliteracies after the…
Descriptors: Comparative Analysis, Bilingual Teachers, Literacy Education, Second Language Learning
Ostorga, Alcione N. – Association of Mexican American Educators Journal, 2021
This article explores the application of translingual pedagogies within a course on the development of bilingualism for Latinx bilingual teacher candidates (BTCs) in the U.S.-Mexico borderlands. Using a self-study methodology, it examines the application of translanguaging pedagogies for Latinx BTCs, and their evolving language ideologies. The…
Descriptors: Language Usage, Spanish, Academic Language, English (Second Language)
