Mathematics instruction in dual language classrooms : theory and research that informs practice / edited by Marco A. Bravo and Kip Téllez.

Format:

Book

Contributor:

Bravo, Marco A., editor.

Téllez, Kip, editor.

Series:

Research in bilingual education.

Research in Bilingual Education Series

Language:

English

Subjects (All):

Mathematics--Study and teaching--United States.

Mathematics.

Education, Bilingual--United States.

Education, Bilingual.

Culturally relevant pedagogy--United States.

Culturally relevant pedagogy.

Translanguaging (Linguistics).

Physical Description:

1 online resource (226 pages)

Edition:

First edition.

Place of Publication:

Charlotte, North Carolina : Information Age Publishing Inc., [2024]

Summary:

"Language and culture play a critical role in the teaching of mathematics and is further problematized when considering the teaching of mathematics in dual language classrooms. This book unpacks lessons learned from socio-cultural theory being applied to research of the teaching of mathematics to Emergent Bilinguals with the end of informing practice. Utilizing a socio-cultural lens, authors present the possibilities and limits of the teaching of mathematics in dual language programs (90/10; 50/50 models). Themes of translanguaging, disciplinary literacy instruction, and culturally responsive instruction are leveraged to test the potential of these constructs to assist Spanish/English Emergent Bilinguals access rigorous mathematics content. Authors also present limits to these models, as often they can overshadow the mathematics learning. We embrace a stance where language and literacy are seen as tools for content area learning and not as ends unto themselves. We intend to divide the book into three sections: Language, Literacy & Culture in the Mathematics Classroom: Research-based Practices; Supporting Dual Language Teachers with Mathematics instruction; Parent & Community Role in Mathematics Teaching"-- Provided by publisher.

Contents:

Cover

Series page

Mathematics Instruction in Dual Language Classrooms

Library of Congress Cataloging-in-Publication Data

CONTENTS

FOREWORD

INTRODUCTION

PART I: LANGUAGE, LITERACY, AND CULTURE IN MATHEMATICS CLASSROOM:RESEARCH-BASED PRACTICES

CHAPTER 1: "¿Qué va a Pasar?"

CHAPTER 2: Writing in Support of Mathematical Understanding

CHAPTER 3: Bids for Linguistic Capital Through Translanguaging

CHAPTER 4: The Symbiotic Relationship Between Language and Mathematics

PART II: SUPPORTING DUAL LANGUAGE TEACHERS WITH MATHEMATICS INSTRUCTION

CHAPTER 5: Teacher Beliefs Toward Bilingual Instruction in Mathematics

CHAPTER 6: The Effects of a Novel Teacher Professional Development Model

CHAPTER 7: Teacher Professional Learning in Dual Language Programs

CHAPTER 8: "Ahora ya sé qué hacer"

PART III: FAMILY ENGAGEMENT

CHAPTER 9: Recognizing and Embracing Parents' Rich Mathematics Backgrounds

CHAPTER 10: 'To keep nuestra cultura'

INDEX.

Notes:

Description based on publisher supplied metadata and other sources.

Description based on print version record.

ISBN:

979-88-87307-05-3

OCLC:

1456084129