[PDF] Latinos As And Mathematics Education eBook

Author : Kip Téllez
Publisher : IAP
Page : 361 pages
File Size : 27,25 MB
Release : 2011-05-01
Category : Education
ISBN : 1617354228

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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.

Author : Luis Ortiz-Franco
Publisher :
Page : 180 pages
File Size : 47,48 MB
Release : 1999
Category : Education
ISBN :

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This book focuses on a number of salient research and practice issues in the teaching and learning of mathematics among the second largest minority group in the United States, Latinos. Chapters include: (1) "Understanding the Needs of Latino Students in Reform-Oriented Mathematics Classrooms" (Judit N. Moschkovich); (2) "Latinos, Income, and Mathematics Achievement: Beating the Odds" (Luis Ortiz-Franco); (3) "Isn't English a Trip?" (Jose Franco); (4) "Spanish-English Language Issues in the Mathematics Classroom" (Pilar Ron); (5) "Adapting Mathematics Instruction for English-Language Learners: The Language-Concept Connection" (Leslie Garrison and Jill Kerper Mora); (6) "The Mathematics-Bilingual Education Connection: Two Lessons" (Norma G. Hernandez); (7) "Mathematizing Children's Stories, Helping Children Solve Word Problems, and Supporting Parental Involvement" (Ana Maria Lo Cicero, Karen C. Fuson, Martha Allexsaht-Snider); (8) "Challenging Conventional Wisdom: A Case Study" (Lena Licon Khisty); (9) "Teachers and Students' Attitudes toward the Use of Manipulatives in Two Predominantly Latino School Districts" (Maria L. Bustamante and Betty Travis); (10) "Portafolio de Matematica: Using Mathematics Portfolios with Latino Students" (Leslie Garrison); (11) "Taking on the Challenge of Mathematics for All" (Richard G. Doty, Susan Mercer, and Marjorie A. Henningsen); (12) "Staff Development to Foster Latino Students' Success in Mathematics: Insights from Constructivism" (Gary Ivory, Dolores R. Chaparro, and Stanley Ball); (13) "TexPREP and Proyecto Access: Making Mathematics Work for Minorities" (Julio Guillen and Manuel P. Berriozabal); (14) "The Minority Mathematics and Science Education Cooperative (MMSEC) Success Story" (Olga M. Ramirez and John E. Bernard); (15) "A Model of Tutoring that Helps Students Gain Access to Mathematical Competence" (Yolanda De La Cruz); and (16) "There's More to Mathematics Than Choosing the Letter C: The Limitations of Test-Driven Intervention" (Milagros M. Seda and Carmen M. Seda). (ASK)

Author : Estrella M. Triana
Publisher :
Page : 72 pages
File Size : 24,57 MB
Release : 1993
Category : Mathematics
ISBN :

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Professional and community organizations gathered for a weekend summit in May 1992 to articulate how the National Education Goal 4 ("U.S. students will be first in the world in science and mathematics achievement") could be achieved within the Hispanic community. This publication summarizes the major education issues, and highlights the summit recommendations and the formation of the Hispanic Secretariat for Mathematics and Science Education that resulted from the gathering. It discusses the status of the education of Hispanics, including barriers from grade school to higher education, and addresses the underrepresentation of Hispanics in mathematics and science careers. Recommended goals are presented under the following headings: curriculum and skills K-12, preparing the best educators, parent involvement, and higher education. A list of summit participants is appended. (MKR)

Author : Pamela E. Harris
Publisher : American Mathematical Soc.
Page : 286 pages
File Size : 49,26 MB
Release : 2021-08-16
Category : Education
ISBN : 1470466570

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Testimonios brings together first-person narratives from the vibrant, diverse, and complex Latinx and Hispanic mathematical community. Starting with childhood and family, the authors recount their own individual stories, highlighting their upbringing, education, and career paths. Their particular stories, told in their own voices, from their own perspectives, give visibility to some of the experiences of Latinx/Hispanic mathematicians. Testimonios seeks to inspire the next generation of Latinx and Hispanic mathematicians by featuring the stories of people like them, holding a mirror up to our own community. It also aims to provide a window for mathematicians (and aspiring mathematicians) from all ethnicities, with the hope of inspiring a better understanding of the diversity of the mathematical community.

Author : Raymond Falcon
Publisher :
Page : 20 pages
File Size : 44,21 MB
Release : 2009
Category :
ISBN :

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High stakes testing in the state of Texas creates greater achievement gaps between Latina/os and White students. With the state adopting strict guidelines for graduation, Latina/os find it difficult to stay in school and proceed to higher educational institutions. Latina/os choose to drop out of schools with curriculums which do not embrace their potential and academic ability. This paper will construct an argument for schools to provide a critical mathematics education for Latino students. High stakes testing creates curriculums which are irrelevant leaving minority students to fail. With the No Child Left Behind Act, schools are pressured to perform academically causing Latino students to become de-sensitized to schooling, learning, and their future. Schools rather should embrace a curriculum of caring, creativity, culture, language, empowerment, critical consciousness, transformative, and agency. Schools must also change the place of teachers from technicians to engineers who analyze, create, apply, assess, and reform their curriculums to better cater to minority students. Teachers are better able to provide a mathematics education which acknowledges Latino students' culture and create real life connections to their learning. This paper will discuss factors involving high stakes accountability, a literature review, need for a study, purpose, methodology, a discussion, and recommendations.

Author : Bill Atweh
Publisher : Routledge
Page : 567 pages
File Size : 27,77 MB
Release : 2013-03-07
Category : Education
ISBN : 1135653119

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This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. Sociocultural Research on Mathematics Education: An International Perspective is distinguished in several ways: * It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area. * It is future oriented, presenting recommendations for practice and policy and identifying areas for further research. * It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling. As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.

Author : Cristóbal Rodriguez
Publisher : IAP
Page : 237 pages
File Size : 17,54 MB
Release : 2018-09-01
Category : Education
ISBN : 1641133570

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Latino Educational Leadership acknowledges the unique preparation and support for both Latinx educational leaders and Latino communities needed throughout the education and policy pipeline. While leadership in communities exists for educational purposes, this effort focuses on the institutional aspect of Latino Educational Leadership across K-12 schools and university settings. The purpose of this book is to create a greater collaborative focus on Latino Educational Leadership by inviting scholarly contributions and insights from both established and up-and-coming scholars. Latino Educational Leadership also advocates for the preparation of all leaders as well as the preparation of Latinx educational leaders, to serve Latino communities. Our impetus on Latino Educational Leadership primarily stems from the changing demographics of our country. As of Fall 2017, Latinx student enrollment in K-12 schools reached an all-time high, with Latinxs comprising 26.8% of the nation’s public school enrollment. Postsecondary level Latinx student enrollment has also improved; rising from 25% in 2005 to 37% in 2015. Given this growth, particularly at the K-12 level, there has been an increasing urgency to prepare and support more Latinx educational leaders. Their rich cultural and linguistic connections to communities help them more readily understand and meet the needs of Latino students and families. Aside from enrollment growth, Latinxs have made record strides in postsecondary attainment; between 2003-04 and 2013-14, bachelor's degrees more than doubled from 94,644 to 202,412, master's degrees conferred rose from 29,806 to 55,965, and doctoral degrees rose from 5, 795 to 10,665. Despite such promising gains, concern has not waned over how to best address the challenges this diverse student population continues to face in accessing, persisting, and matriculating across the P-20 Pipeline. There is still work to be done, as only 11% of all bachelor’s degrees, 9% of all master’s degrees, and 7% of all doctoral degrees were awarded to Latinxs in 2013-14. In particular, there is increasing urgency to address how higher education institutions can better prepare, develop, and retain Latinx leaders and scholars, who will serve and meet the needs of Latinx college students to ensure their academic success. Thus, the purpose of this book is to advance the knowledge related to serving Latino communities and preparing Latinx leaders.

Author : Yvelyne Germain- Mc Carthy
Publisher : Routledge
Page : 243 pages
File Size : 25,28 MB
Release : 2013-10-11
Category : Education
ISBN : 1317922697

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This book puts a spotlight on the practices of teachers across the nation who have implemented effective mathematics instruction for students of different ethnicities. Among the ethnic groups represented are African Americans, Latinos, Native Americans, Haitians, Arab Americans, and Euro-Americans.

Author : Imani Goffney
Publisher :
Page : 170 pages
File Size : 43,96 MB
Release : 2018
Category : African American students
ISBN : 9781680540093

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Mathematics education will never truly improve until it adequately addresses those students whom the system has most failed. The 2018 volume of Annual Perspectives in Mathematics Education (APME) series showcases the efforts of classroom teachers, school counselors and administrators, teacher educators, and education researchers to ensure mathematics teaching and learning is a humane, positive, and powerful experience for students who are Black, Indigenous, and/or Latinx. The book's chapters are grouped into three sections: Attending to Students' Identities through Learning, Professional Development That Embraces Community, and Principles for Teaching and Teacher Identity. To turn our schools into places where children who are Indigenous, Black, and Latinx can thrive, we need to rehumanize our teaching practices. The chapters in this volume describe a variety of initiatives that work to place these often marginalized students--and their identities, backgrounds, challenges, and aspirations--at the center of mathematics teaching and learning. We meet teachers who listen to and learn from their students as they work together to reverse those dehumanizing practices found in traditional mathematics education. With these examples as inspiration, this volume opens a conversation on what mathematics educators can do to enable Latinx, Black, and Indigenous students to build on their strengths and fulfill their promise.