id: 05761928
dt: j
an: 2010d.00141
au: Willey, Craig
ti: Immigrant Latina mothersâ€™ participation in a community mathematization
project.
so: Adults Learn. Math. 3, No. 2a, 29-40 (2008).
py: 2008
pu: Adults Learning Mathematics (ALM)
la: EN
cc: B68 D30 C60
ut: mathematization; collaboration; Latina parents; mathematical knowledge
ci:
li:
ab: Summary: This paper shows how Latina, immigrant mothers expanded their
mathematical boundaries by participating in a community mathematization
project. These mothers were not only participants, but also curriculum
designers in collaboration with university researchers. By involving
the mothers in the design of the project, researchers improved the
likelihood that the project would reflect Latina/o funds of knowledge
and capitalize on Latina/o epistemology. This contrasts with typical
approaches to mathematics teaching and learning that ignore the
knowledge of parents or do not define them as collaborators. The data
collected by children and parents from community sites were
collaboratively analyzed by teams of undergraduate student
facilitators, elementary students, parents, and researchers. The final
products were digital stories that illustrated the mathematics in the
daily operations of a particular community site as well as posed a
potential mathematical problem that the worker might encounter. Our
findings reveal the mathematics that is evident to the mothers, as well
as how social networks function to support Latina parentsâ€™
development of mathematical knowledge and agency.
rv: