@book {MATHEDUC.05925688,
editor = {T\'ellez, Kip and Moschkovich, Judith N. and Civil, Marta},
title = {Latinos/as and mathematics education. Research on learning and teaching in classroom and communities.},
year = {2011},
isbn = {978-1-61735-420-5},
publisher = {Charlotte, NC: Information Age Publishing (IAP)},
abstract = {Publisher's description: This book 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 readresses 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 mathematics 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.},
msc2010 = {C60xx (D30xx C70xx)},
identifier = {2011f.00229},
}