Latinos/as and mathematics education : research on learning and teaching in classrooms and communities / edited by Kip Téllez, Judit N. Moschkovich, Marta Civil.

Format:

Book

Contributor:

Téllez, Kip, editor.

Moschkovich, Judit N., editor.

Civil, Marta, editor.

Series:

Research in educational diversity and excellence.

Research in educational diversity and excellence

Language:

English

Subjects (All):

Mathematics--Study and teaching--United States.

Mathematics.

Hispanic Americans--Education--United States.

Hispanic Americans.

Physical Description:

1 online resource (361 p.)

Edition:

1st ed.

Place of Publication:

Charlotte, N.C. : Information Age Pub., 2011.

Language Note:

English

Summary:

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.

Contents:

Preface

Chapter 1. Latinos/as and mathematics education: Why this book now? / Kip Tellez, Judit Moschkovich, and Marta Civil

Chapter 2. Latino/a students' understanding of equivalence: Use of two standards-based curricula in eighth-grade algebra / Nancy O'Rode

Chapter 3. 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

Chapter 4. Student resistance in a fifth-grade mathematics class / Heather Cavell

Chapter 5. Situating Mexican mothers' dialogues in the proximities of contexts of mathematical practice / Higinio Dominguez

Chapter 6. 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

Chapter 7. Latino/a bilingual elementary students pose and investigate problems grounded in community settings / Erin E. Turner, Maura Varley Gutierrez, and Javier Diez-Palomar

Chapter 8. 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

Chapter 9. Algebraic and geometric representations of perimeter with algebra blocks: Professional development for teachers of latino English language learners / Cynthia O. Anhalt and Matthew Ondrus

Chapter 10. Situating mathematics professional development: A bilingual teacher and researchers' collaboration / Sandra I. Musanti, Mary E. Marshall, Karla Ceballos, and Sylvia Celedon-Pattichis

Chapter 11. Mathematics learning with a vision of social justice: Using the lens of communities of practice / Beatriz Quintos, Marta Civil, and Olga Torres

Chapter 12. 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

Chapter 13. Language issues in mathematics and the assessment of English language learners / Guillermo Solano-Flores

Chapter 14. Teacher quality, academic tracking and the mathematics performance of latino English learners / Eduardo Mosqueda

About the contributors.

Notes:

Description based upon print version of record.

Includes bibliographical references.

Print version record.

ISBN:

1-61735-422-8

OCLC:

923176662