This study considered a preservice teacher’s (PST’s) attention to multilingual learner core practices within her approximations of practice of mathematics language routines during a secondary mathematics methods course. We used a framework of approximations of practice to understand how a PST enacted and developed an understanding of multilingual learner core practices. To provide a vision for what multilingual learner core practices can look like in nontraditional instructional contexts, we qualitatively analyzed four approximations of practice of mathematics language routines from a single PST during a single semester of a methods course. We share how she navigated the remote teaching context and engaged sample students in all of the multilingual learner core practices despite the challenges of the COVID-19 pandemic, providing an example of what these practices may look like in remote instruction. We also discuss how these multilingual learner core practices interact and complement one another. We consider possible implications, limitations, and future research directions.

这项研究考虑了一名职前教师 (PST) 对多语言学习者核心实践的关注，她在中学数学方法课程中对数学语言例程的近似实践。我们使用近似实践框架来了解 PST 如何制定和发展对多语言学习者核心实践的理解。为了提供多语言学习者核心实践在非传统教学环境中的愿景，我们定性分析了方法课程单个学期内单个 PST 的数学语言例程实践的四种近似值。我们分享了她如何在远程教学环境中驾驭并让样本学生参与所有多语言学习者核心实践，尽管面临着 COVID-19 大流行的挑战，提供这些实践在远程教学中可能是什么样子的示例。我们还讨论了这些多语言学习者核心实践如何相互作用和相互补充。我们考虑可能的影响、局限性和未来的研究方向。