Abstract
Mathematics teacher students work for one year in local high schools in a special program for mathematics learning focusing on schoolchildren with German as a secondary language. To measure the change of language awareness, teacher students create audio podcasts on a mathematical topic at the beginning of their fostering courses. Further, in semi-structured interviews they give insights on their ideas about using mathematics podcasts in classrooms. After one year working as remedial teachers with schoolchildren, the mathematics teacher students review and revise their ‘old’ podcast. Afterwards structured interviews with each teacher student and a qualitative analysis are used to diagnose the level of language awareness. The podcasts together with the interviews prove to be useful instruments to reflect on the use of language in mathematics teaching.
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Notes
- 1.
See for example the research done at the Mercator Institute, at http://www.mercator-institut-sprachfoerderung.de/institut/english-information/, retrieved 03/11/2017.
- 2.
https://www.umb.edu/cosmic/projects/stem_ell/math_ell, retrieved 9/08/2017.
- 3.
Beese and Gürsoy (2011).
- 4.
http://www.leuphana.de/institute/ikmv/forschung-und-projekte/ag-fach-und-sprache.html, retrieved 9/08/2017.
- 5.
The Ph.D. project took place in a very complex setting as an explorative field study with teacher students and schoolchildren in a design based research approach. For example, each year the number of participating teacher students and schoolchildren as well as their age groups varied. To develop a statistically firm standardized test for MTLA could not take place in this setting and would be another very important Ph.D. project.
- 6.
In Germany, a lot of teacher students give private coaching lessons to schoolchildren to earn some money.
- 7.
The teacher students prefer videos to audio podcasts for this ‘explain’ aspect, because with videos they can ‘show’ something—for example, how long multiplication is done.
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The Mercator Institute, Cologne, Germany funded the research described in this chapter.
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Appendix: German Version of the Interview Guidelines
Appendix: German Version of the Interview Guidelines
Leitfragen im Pre-Test und im Post-Test zu den Podcasts
1. Aufbau und Begründung der Vorgehensweise bei der Erstellung des Produktes (Podcast) |
Für welche Herangehensweise haben Sie sich entschieden? Wieso haben Sie sich für diese Herangehensweise entschieden? Haben Sie an dem Aufbau Ihres Podcasts in Bezug auf die Herangehensweise etwas verändert? (Nur im Posttest) |
2. Bedeutungselemente von Podcasts |
Auf was haben Sie bei der Erstellung besonders geachtet? Was würden Sie anderen Lehreranwärtern für die Erstellung von Podcasts raten? Was sollten sie unbedingt beachten? Auf was haben Sie bei der Überarbeitung besonders geachtet? (Nur im Posttest) |
3. Bewertungskriterien guter oder sehr guter Podcasts |
Wie müsste ein Podcast sein, damit Sie es als „gut“ oder „sehr gut“ bewerten? |
4. Unterrichtseinsatz |
Würden Sie Podcasts im Unterricht einsetzen? Warum? Unter welchen Bedingungen würden Sie Podcasts im Unterricht einsetzen? Wie könnte ein möglicher Einsatz von Podcasts bei Ihnen im Unterricht aussehen? |
5. Bewertung des Prozesses (Hilfreiche Schritte) |
Welche Schritte waren für Sie besonders hilfreich bei der Erstellung? Welche Schritte waren für Sie besonders hilfreich bei der Überarbeitung? (Nur im Posttest) |
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Bescherer, C., Papadopoulou-Tzaki, P. (2018). Podcasts in Second Language Mathematics Teaching as an Instrument for Measuring Teachers’ Language Awareness. In: Moschkovich, J., Wagner, D., Bose, A., Rodrigues Mendes, J., Schütte, M. (eds) Language and Communication in Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-75055-2_17
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