Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics

ABSTRACT

We examined Finnish pre-service primary school teachers’ understandings of the role of language(s) in learning mathematics and how these understandings developed during a period of teaching practice. We also examined how the participants experienced the usefulness of the ready-made multilingual digital material Binogi and how the teaching practice period influenced their thoughts on multilingual pedagogies. Our results indicate that the teacher training period increased awareness of linguistic challenges and of the importance of students’ L1s in learning. However, some participants’ views reflected monolingual ideologies, especially regarding the conditional use of L1s. Regarding linguistic support, the participants reported using visual supports and explaining vocabulary and structures. Although many participants perceived Binogi as beneficial and motivating, less than half used it. Some participants emphasised that the practice period reinforced their understanding of the importance of multilingual pedagogies. It is important to critically reflect on the language policies and practices of Finnish teacher education and support the dialogue between research and practice regarding a shared understanding of valuing linguistic diversity in teacher education.

KEYWORDS:

• Multilingual pedagogies
• pre-service teachers
• digital learning material
• mathematics
• L1
• linguistically responsive teaching

Acknowledgements

We are grateful for the participants of this study, as well as the teacher training school for the opportunity to conduct the study there. Moreover, we want to thank Binogi for providing the participants with the opportunity to use their materials.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Academy of Finland: [Grant Number 320162].