ABSTRACT Implementing challenging mathematics tasks with multilingual students who are not yet fluent in the instructional language is difficult for monolingual teachers because of the linguistic and cultural differences between the teacher and students. In this study, we examined how monolingual preservice teachers set up cognitively demanding mathematics tasks with emergent bilingual/multilingual students (a.k.a. English language learners). Drawing on a situated and socio-cultural perspective, we analysed the strategies enacted by two preservice teachers, who consistently maintained the cognitive demand of tasks with emergent bilinguals in a one-on-one setting, during the set-up phase of problem-solving activities. We found common aspects of their set-up including assessing student’s holistic understanding, building a common experience, and empowering students. Our findings help articulate strategies that aid monolingual teachers in effectively enacting cognitively demanding tasks and improving emergent bilinguals’ access to and engagement with high-quality mathematics.

中文翻译：

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单语职前教师对新出现的多语种学生的认知要求高的数学任务的检查

摘要 由于教师和学生之间的语言和文化差异，对于单语教师来说，对不熟练使用教学语言的多语学生实施具有挑战性的数学任务是困难的。在这项研究中，我们研究了单语职前教师如何为初出茅庐的双语/多语学生（即英语学习者）设置认知要求高的数学任务。从情境和社会文化的角度出发，我们分析了两位职前教师制定的策略，他们在解决问题的设置阶段，在一对一的环境中始终保持对新兴双语者任务的认知需求活动。我们发现了他们设置的共同点，包括评估学生的整体理解，建立共同的经验，并赋予学生权力。我们的研究结果有助于阐明策略，帮助单语教师有效地执行认知要求高的任务，并改善新兴双语者获得和参与高质量数学的机会。