The Multidimentionality of Language in Mathematics: The Case of Five Prospective Latino/a Teachers.

This paper reports a study of prospective bilingual teachers and the intersectionality of language and mathematics in a non-traditional field experience. Qualitative data were analyzed in order to map Spanish and English language practices to teachers' assistance strategies. We define assistance strategies as those actions that are intended to help students understand content. Findings demonstrate the complexity of prospective teachers' use of language in mathematics teaching and suggest implications for teacher preparation programs. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]