Latinos/as and Mathematics Education
Research on Learning and Teaching in Classrooms and Communities
Kip Téllez, University of California, Santa Cruz
Judit N. Moschkovich, University of California at Santa Cruz
Marta Civil, The University of Arizona
EDU037000 - EDUCATION: Research
MAT030000 - MATHEMATICS: Study & Teaching
A volume in the series: Research in Educational Diversity and Excellence. Editor(s): Yolanda N. Padron, University of Houston. Hersch C. Waxman, University of Houston.
This book that explores the mathematics education of Latinos/as in 13 original research studies. Each chapter represents research that grounds mathematics instruction for Latinos/as in the resources to be found in culture and language. By inverting the deficit perspective, this volume redresses the shortcomings found in the previous literature on Latino/a learners. Each study frames language (e.g. bilingualism) not as an obstacle to learning, but as a resource for mathematical reasoning. Other chapters explore the notion of cultural variation not as a liability but as a tool for educators to build upon in the teaching of mathematics. Specifically, the book reframes culture as a focus on the practices, objects, inscriptions, or people that connect mathematical concepts to student thinking and experiences, both in and out of school.
The book's four sections divide the research: The first section of the book focuses on mathematic learning in classrooms, specifically exploring bilingual, Latino/a students; the second section explores Latino/a learners in communities, including the role parents can play in advancing learning; the third section includes chapters focused on teacher professional growth; the final section concerns the assessment (and mis-assessment) of Latino/a learners. The research shared in this volume provides ample evidence that mathematics educators who choose to ignore language or culture in their pedagogy risk shortchanging their Latino/a students.
"Latinos/as and Mathematics Education is a riveting and foundational book that brings together the work on the Latino/a educational experience with the work on mathematics education in a cohesive and unprecedented way." Cecilia Henríquez Fernández University of California, Los A ngeles in Journal of Urban Mathematics Education
Preface. Latinos/as and Mathematics Education: Why This Book Now? Kip Tellez, Judit Moschkovich, and Marta Civil. Latino / a Students' Understanding of Equivalence: Use of Two Standards-Based Curricula in Eighth-Grade Algebra, Nancy O'Rode. Bilingual Students Using Two Languages during Peer Mathematics Discussions: Que Significa? Estudiantes Bilingues Usando Dos Idiomas en sus Discusiones Matematicas: What Does it Mean? William Zahner and Judit Moschkovich. Student Resistance in a Fifth-Grade Mathematics Class, Heather Cavell. Situating Mexican Mothers' Dialogues in the Proximities of Contexts of Mathematical Practice, Higinio Dominguez. Conversations Around Mathematics Education with Latino Parents in Two Borderland Communities: The Influence of Two Contrasting Language Policies, Jesus M. Acosta-Iriqui, Marta Civil, Javier Diez-Palomar, Mary E. Marshall, and Beatriz Quintos-Alonso. Latino / a Bilingual Elementary Students Pose and Investigate Problems Grounded in Community Settings, Erin E. Turner, Maura Varley Gutierrez, and Javier Diez-Palomar. A Case Study of Multigenerational Mathematics Participation in an After-School Setting: Capitalizing on Latinas/os Funds of Knowledge, Hector Morales, Jr., Eugenia Vomvoridi-Ivanovi, and Lena Licon Khisty. Algebraic and Geometric Representations of Perimeter with Algebra Blocks: Professional Development for Teachers of Latino English Language Learners, Cynthia O. Anhalt and Matthew Ondrus. Situating Mathematics Professional Development: A Bilingual Teacher and Researchers' Collaboration, Sandra I. Musanti, Mary E. Marshall, Karla Ceballos, and Sylvia Celedon-Pattichis. Mathematics Learning with a Vision of Social Justice: Using the Lens of Communities of Practice, Beatriz Quintos, Marta Civil, and Olga Torres. English Language Learners' Conceptual Understanding of Fractions: An Interactive Interview Approach as a Means to Learn with Understanding, Libni Berenice Castellon, Laura G. Burr, and Richard S. Kitchen. Language Issues in Mathematics and the Assessment of English Language Learners, Guillermo Solano-Flores. Teacher Quality, Academic Tracking and the Mathematics Performance of Latino English Learners, Eduardo Mosqueda. About the Contributors.
> Education in Mathematics
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