Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs

Abstract

In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations are identified: language adaptations, mathematical adaptations, tool/visual adaptations, and structural adaptations. The authors conclude that the framework was successful in helping preservice teachers learn about adapting curriculum by interacting with ELLs. Implications for teacher education are discussed.