Reflecting on the Dialogue Regarding the Mathematics Education of English Learners

Zandra de Araujo; Erin Smith; Matthew Sakow

doi:10.21423/jume-v9i2a309

Reflecting on the Dialogue Regarding the Mathematics Education of English Learners

Authors

Zandra de Araujo University of Missouri http://orcid.org/0000-0002-8186-6599
Erin Smith University of Missouri
Matthew Sakow University of Missouri

DOI:

https://doi.org/10.21423/jume-v9i2a309

Keywords:

English Learners, Preservice Teacher Education, Elementary, Beliefs

Author Biographies

Zandra de Araujo, University of Missouri

Learning, Teaching, and Curriculum Assistant Professor
Erin Smith, University of Missouri

Learning, Teaching, and Curriculum Doctoral Student
Matthew Sakow, University of Missouri

Learning, Teaching, and Curriculum Graduate Student

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Published

2016-12-29

Issue

Vol. 9 No. 2 (2016)

Section

FIELD DISRUPTIONS AND FIELD CONNECTIONS

License

The copyright for articles in JUME is held by the individual. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commercial settings.

How to Cite

Reflecting on the Dialogue Regarding the Mathematics Education of English Learners. (2016). Journal of Urban Mathematics Education, 9(2). https://doi.org/10.21423/jume-v9i2a309