Practices in teacher education for supporting pre-service teachers in language-responsive teaching of modelling

In this paper, I investigate practices in teacher education for language-responsive teaching of mathematics. I use action-research in a mathematics education course for primary school (grades 1–7), to systematically investigate my practices to support pre-service teachers in identifying language demands of modelling activities. Two sets of practices were identified regarding teaching about supporting communication and supporting multimodality. These practices were associated with pre-service teacher actions of talking, noticing, planning, and applying language-responsiveness. The paper concludes with recommendations for further changes and improvements in these practices. The study contributes to insights on improving teacher education practice for preparing language-responsive mathematics teachers