Exploring Culturally Responsive Mathematics Instruction With Latino A Learners In Elementary Classrooms

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Exploring Culturally Responsive Mathematics Instruction with Latino/a Learners in Elementary Classrooms

Author : Gwen Marie Platt
Publisher :
ISBN 13 :
Total Pages : 624 pages
Book Rating : 4.:/5 (968 download)

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Book Synopsis Exploring Culturally Responsive Mathematics Instruction with Latino/a Learners in Elementary Classrooms by : Gwen Marie Platt

Download or read book Exploring Culturally Responsive Mathematics Instruction with Latino/a Learners in Elementary Classrooms written by Gwen Marie Platt and published by . This book was released on 2013 with total page 624 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools are, to a large degree, failing to teach mathematics to large numbers of culturally, linguistically, and socioeconomically diverse (CLSD) students. Two factors that support this assertion are the low achievement and high dropout rates of many CLSD students. Latino students, in particular, score among the lowest of all student groups and have the highest dropout rates. Research indicates that culturally responsive teaching (CRT) is a promising approach to improving achievement. CRT teaches to and through the rich cultural heritage that CLSD students bring to the classroom. There have been very few studies of CRT with Latino students who are typically viewed as being at educational risk. The purpose of this study is to describe how successful upper elementary teachers teach mathematics to Latino students with and without disabilities. The research questions guiding this inquiry were: (1) What are the features of math instruction utilized by successful elementary math teachers of Latino/a students typically viewed as being at educational risk? (2) How are these features responsive to students’ cultural and linguistic backgrounds and personal life experiences? (3) How do their instructional practices with Latino/a students correspond with the theoretical principles of culturally responsive teaching? This study employed a multiple case study design (Stake, 1995) with the mathematics classroom making up the bounded system. Five teachers and their students served as embedded units of analysis who were instrumental in understanding culturally responsive teaching. Data were collected through observation, guided semi-structured interviews and field notes about participating teachers instruction. Data analysis consisted of constant comparison and by noting patterns and themes, arriving at comparisons and contrasts, and determining conceptual explanations for the data. Results revealed that teachers used a wide variety of teaching methods including reviewing previously learned concepts, making instruction relevant, making instruction comprehensible, and teaching through music, rhymes, movement, and visuals. Findings revealed that there was very little evidence that teachers overtly planned activities that directly addressed culture. Implications for future research and teacher preparation programs are discussed.

Latinos/as and Mathematics Education

Author : Kip Téllez
Publisher : IAP
ISBN 13 : 1617354228
Total Pages : 361 pages
Book Rating : 4.6/5 (173 download)

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Book Synopsis Latinos/as and Mathematics Education by : Kip Téllez

Download or read book Latinos/as and Mathematics Education written by Kip Téllez and published by IAP. This book was released on 2011-05-01 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Culturally Responsive Mathematics Education

Author : Brian Greer
Publisher : Routledge
ISBN 13 : 1135593337
Total Pages : 464 pages
Book Rating : 4.1/5 (355 download)

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Book Synopsis Culturally Responsive Mathematics Education by : Brian Greer

Download or read book Culturally Responsive Mathematics Education written by Brian Greer and published by Routledge. This book was released on 2009-05-20 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time of rapid demographic change and amidst the many educational challenges facing the US, this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions.

Culturally Responsive Teaching

Author : Geneva Gay
Publisher : Teachers College Press
ISBN 13 : 0807750786
Total Pages : 321 pages
Book Rating : 4.8/5 (77 download)

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Book Synopsis Culturally Responsive Teaching by : Geneva Gay

Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.

Culturally Responsive Instruction

Author : Javier E. Hernández
Publisher :
ISBN 13 : 9781267844729
Total Pages : 242 pages
Book Rating : 4.8/5 (447 download)

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Book Synopsis Culturally Responsive Instruction by : Javier E. Hernández

Download or read book Culturally Responsive Instruction written by Javier E. Hernández and published by . This book was released on 2013 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within the last decade, state and federal policy makers advanced many reforms to improve the academic achievement of linguistically and culturally diverse students across the country. These leaders embraced a traditional input-output paradigm where policy mandates (input) would lead to positive student achievement (output). This approach fails to recognize how teachers actively analyze and interpret these external reforms (Coburn, 2001a, 2004; Datnow & Castellano, 2001; Hill, 2001; Stritikus, 2000; Stritikus & Weise, 2006). Furthermore, although these policy mandates are intended to promote student learning, they often ignore students' experiences and voices (Intrator & Kunzman, 2009). In fact, educational psychologists have studied how students' reading motivation and engagement impacts student achievement (Guthrie, 2004; Guthrie & Wigfield, 2000). Within this scholarship, some researchers have found that reading motivation declines for linguistically and culturally diverse urban students in middle school and high school (Unrau & Schlackman, 2006). However, other scholars indicate that culturally responsive literacy positively influences engagement and achievement (Duncan-Andrade & Morrell, 2008; Lee, 1993, 2007; Tatum, 2008). Thus, researchers should aim to better understand classroom contexts where teachers use culturally responsive literacy and describe how this instructional approach influences reading motivation and engagement for linguistically and culturally diverse students. In this qualitative case study, I examined a teacher's approach to culturally responsive literacy and its impact on Latino motivation and engagement in a middle school classroom. Drawing from observations, teacher and student interviews, and document analysis, I identify five major themes: Instructional Framework, Collaborative and Community Ethos, Culturally Responsive Literacy, Reading Motivation and Engagement, and Academic Discourse. Central to these main themes was Collaboration and Community Ethos; this component interconnected and strengthened the other main ideas. Finally, this teacher's implementation of culturally responsive literacy fostered motivational and engagement; in particular, the case study students' experiences suggested motivational and engagement dispositions while enrolled in this classroom.

Teaching Math to Multilingual Students, Grades K-8

Author : Kathryn B. Chval
Publisher : Corwin Press
ISBN 13 : 1071810839
Total Pages : 317 pages
Book Rating : 4.0/5 (718 download)

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Book Synopsis Teaching Math to Multilingual Students, Grades K-8 by : Kathryn B. Chval

Download or read book Teaching Math to Multilingual Students, Grades K-8 written by Kathryn B. Chval and published by Corwin Press. This book was released on 2021-01-07 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using strengths-based approaches to support development in mathematics It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners—historically called English Language Learners—are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: • A focus on multilingual students as leaders • A strength-based approach that draws on students’ life experiences and cultural backgrounds • An emphasis on maintaining high expectations for learners’ capacity for mastering rigorous content • Strategies for representing concepts in different formats • Stop and Think questions throughout and reflection questions at the end of each chapter • Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers’ growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction.

Culturally Responsive Teaching for Multilingual Learners

Author : Sydney Snyder
Publisher : Corwin Press
ISBN 13 : 1071817248
Total Pages : 317 pages
Book Rating : 4.0/5 (718 download)

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Book Synopsis Culturally Responsive Teaching for Multilingual Learners by : Sydney Snyder

Download or read book Culturally Responsive Teaching for Multilingual Learners written by Sydney Snyder and published by Corwin Press. This book was released on 2021-01-25 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: What will you do to promote multilingual learners’ equity? Our nation’s moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs’ access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language. In this innovative book, Sydney Snyder and Diane Staehr Fenner share practical, replicable ways you can draw from students’ strengths and promote multilingual learners′ success within and beyond your own classroom walls. In this book you’ll find • Practical and printable, research-based tools that guide you on how to implement culturally responsive teaching in your context • Case studies and reflection exercises to help identify implicit bias in your work and mitigate deficit-based thinking • Authentic classroom video clips in each chapter to show you what culturally responsive teaching actually looks like in practice • Hand-drawn sketch note graphics that spotlight key concepts, reinforce central themes, and engage you with eye-catching and memorable illustrations There is no time like the present for you to reflect on your role in culturally responsive teaching and use new tools to build an even stronger school community that is inclusive of MLs. No matter your role or where you are in your journey, you can confront injustice by taking action steps to develop a climate in which all students’ backgrounds, experiences, and cultures are honored and educators, families, and communities work collaboratively to help MLs thrive. We owe it to our students. On-demand book study-Available now! Authors, Snyder and Staehr Fenner have created an on-demand LMS book study for readers of Culturally Responsive Teaching for Multilingual Learners: Tools for Equity available now from their company SupportEd. The self-paced book study works around your schedule and when you′re done, you’ll earn a certificate for 20 hours of PD. SupportEd can also customize the book study for specific district timelines, cohorts and/or needs upon request.

Culture + Pedagogy + Mathematics: Multiple Perspectives in a Latino Community

Author : Beatriz Quintos
Publisher :
ISBN 13 :
Total Pages : 862 pages
Book Rating : 4.:/5 (659 download)

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Book Synopsis Culture + Pedagogy + Mathematics: Multiple Perspectives in a Latino Community by : Beatriz Quintos

Download or read book Culture + Pedagogy + Mathematics: Multiple Perspectives in a Latino Community written by Beatriz Quintos and published by . This book was released on 2008 with total page 862 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research is to explore the influence of a teacher and teaching practice, with a vision of social justice, on Latina/o students' learning of mathematics. This study builds on current understandings in the area of mathematics education, as well as on Latina/o students' academic opportunities. This study draws on a multi-level framework to explore Latina/o students' mathematical learning from a socio-historical perspective (Martin, 2000). The teacher's, students', and parents' perspectives are included throughout the process of inquiry. The data of this study are discussed in two focal points: the classroom community and families. The participants in the study are: eighteen fifth-grade students, the parents of four of these students, and the classroom teacher. I developed multiple case studies, including in-depth case studies for four students. The framework of communities of practice is an analytical tool that uncovers the learning of Latina/o students, as well as other students, within classrooms. It is a resource to inform suggestions to those making decisions on how to improve these cultural practices for Latina/o students. This study suggests learning is goal-oriented and identity is an integral component of learning in connection to the community. A collaborative environment is central to supporting students' identities as mathematics learners and critical mathematics citizens. Students' participation in the classroom community needs to include interconnections with their lived-culture (Gutierrez & Rogoff, 2003; Moll, 2000) and a critical lens embracing diversity as a resource. These connections support students' sense of ownership in the negotiation of mathematical meanings. Finally, through the in-depth case studies I identify those cultural beliefs that might have an oppressive effect on students and their communities, but also those that resist and counter deficit views that society bestows upon them (Martin, 2006). The analysis of the four case studies highlights five principles of families' participation in their children's mathematics education. I argue families' participation in their children's mathematics education is situated, historical, distributed, and mediated by power structures, and the cultural tools and values attached to them. This study points to the need for further research that connects schools to the communities they serve.

Perspectives on Latinos

Author : Luis Ortiz-Franco
Publisher :
ISBN 13 :
Total Pages : 180 pages
Book Rating : 4.A/5 ( download)

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Book Synopsis Perspectives on Latinos by : Luis Ortiz-Franco

Download or read book Perspectives on Latinos written by Luis Ortiz-Franco and published by . This book was released on 1999 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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)

Preparing Mathematics and Science Teachers for Diverse Classrooms

Author : Alberto J. Rodriguez
Publisher : Routledge
ISBN 13 : 1135620776
Total Pages : 481 pages
Book Rating : 4.1/5 (356 download)

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Book Synopsis Preparing Mathematics and Science Teachers for Diverse Classrooms by : Alberto J. Rodriguez

Download or read book Preparing Mathematics and Science Teachers for Diverse Classrooms written by Alberto J. Rodriguez and published by Routledge. This book was released on 2004-09-22 with total page 481 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives of their experiences in helping prospective and practicing teachers learn to teach for diversity and for understanding in a variety of mathematics and science contexts. Mathematics and science education has been slow to respond to issues of diversity and equity. Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy helps to begin a network for support and collaboration among teacher educators in science and mathematics who work for multicultural education and equity. A unique and much-needed contribution, this book is an essential resource for teacher educators, K-12 teachers who work as student teacher supervisors and cooperating teachers, and graduate students in mathematics and science education, and a compelling text for science and mathematics methods courses.

Cultivating Mathematical Hearts

Author : Maria del Rosario Zavala
Publisher : Corwin Press
ISBN 13 : 1071850148
Total Pages : 249 pages
Book Rating : 4.0/5 (718 download)

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Book Synopsis Cultivating Mathematical Hearts by : Maria del Rosario Zavala

Download or read book Cultivating Mathematical Hearts written by Maria del Rosario Zavala and published by Corwin Press. This book was released on 2024-05-17 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book is for everyone who believes there must be a better, stronger way to teach mathematics that fosters student joy and curiosity, rather than fear and disconnection; a way that demonstrates to children that mathematics is both a mirror and a lens-it reflects who you are and who you are becoming, and it helps you analyze the world around you. A way to see mathematics as a tool to make positive change in our communities and build foundational knowledge and skills to solve novel and complex problems in our world and its future. This book is organized into two main parts. Part 1 describes the fundamental principles, ideas, and vision (i.e. foundations) of culturally responsive mathematics teaching. It also introduces a multidimensional framework for culturally responsive mathematics teaching. Part 2 features a set of chapters that illustrate culturally responsive mathematics teaching in action"--

Effective Programs for Latino Students

Author : Robert E. Slavin
Publisher : Routledge
ISBN 13 : 1135664315
Total Pages : 408 pages
Book Rating : 4.1/5 (356 download)

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Book Synopsis Effective Programs for Latino Students by : Robert E. Slavin

Download or read book Effective Programs for Latino Students written by Robert E. Slavin and published by Routledge. This book was released on 2012-11-12 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino (or Hispanic) children are one of the fastest-growing groups in U.S. schools today. On average, these students perform worse than Anglo students on measures of academic achievement and other measures of academic success, and their drop-out rate is high. There are schools of excellence among those serving Latino children, but the majority of these children are placed "at risk" by schools and community institutions unable to build on the cultural, personal, and linguistic strengths these children are likely to bring with them to school. Schools serving Latino students need programs based on high-quality research, capable of being replicated and adapted to local circumstances and needs. The purpose of this book is to present the current state of the art with respect to research on effective instructional programs for Latino students in elementary and secondary grades. Surprisingly, this has not been done before; there are many books on the situation of Latino students in U.S. schools, but none so far have reviewed research on the outcomes of programs designed to enhance the academic achievement of these students. The chapters represent a broad range of methodologies, from experimental to correlational to descriptive, and the solutions they propose are extremely diverse. Each examines, in its own way, programs and practices that are showing success. Together, they present a rich array of research-based effective programs that are practical, widely available, and likely to make a profound difference. What binds the chapters together is a shared belief that Latino students can succeed at the highest levels if they receive the quality of instruction they deserve, and a shared belief that reform of schools serving many Latino students is both possible and essential. This is a book filled with statistics, description, and reviews of research--but even more, it is filled with optimism about what schools for Latino students can be, and what these students will achieve. It is a highly relevant and useful resource for educators, policymakers, and researchers who want to use research to inform the decisions they make about how to help Latino students succeed in elementary and secondary schools, and beyond.

Culturally Specific Pedagogy in the Mathematics Classroom

Author : Jacqueline Leonard
Publisher : Routledge
ISBN 13 : 1351225448
Total Pages : 198 pages
Book Rating : 4.3/5 (512 download)

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Book Synopsis Culturally Specific Pedagogy in the Mathematics Classroom by : Jacqueline Leonard

Download or read book Culturally Specific Pedagogy in the Mathematics Classroom written by Jacqueline Leonard and published by Routledge. This book was released on 2017-10-03 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Culturally Specific Pedagogy in the Mathematic Classroom offers a wide variety of conceptual and curricular resources for teachers interested in teaching mathematics in a way that challenges stratification based upon race, class, gender and other forms of oppression that students face in todays world. With the publication of this book, all teachers will have available to them instructional strategies in mathematics for meeting the academic needs of culturally diverse students. They will have an explanation of the linkage between culture and students mathematical cognition and problem solving. The ease in which Leonard brings the reader along, and the caring way she tells a story about making mathematics a fun and social justice experience makes for an exciting learning opportunity for all students and teachers." Carl A. Grant, University Wisconsin-Madison, United States, From the Foreword "Mathematics educators are in a period of deep concern about our ability to educate all students in mathematics. Most students of color do not have the opportunities to fully learn mathematics. Nothing more important can be done for these students and their teachers than to publish this book addressing the miseducation of these students and offering a way to change what we are doing." Carol E. Malloy, University of North Carolina-Chapel Hill, United States This compelling text advocates the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students. It accomplishes this by making clear the link between research and practice and offering lesson templates that teachers can use with ethnically and culturally diverse students and with females. Specifically, the text draws on sociocultural theory and research on culture and mathematics cognition to focus on three goals: using qualitative research to extend the literature on culturally based education to African American and Latina/o c

Enacting Instructional Conversation with Spanish-speaking Students in Middle Mathematics

Author : Stephanie Dalton
Publisher :
ISBN 13 :
Total Pages : 36 pages
Book Rating : 4.A/5 ( download)

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Book Synopsis Enacting Instructional Conversation with Spanish-speaking Students in Middle Mathematics by : Stephanie Dalton

Download or read book Enacting Instructional Conversation with Spanish-speaking Students in Middle Mathematics written by Stephanie Dalton and published by . This book was released on 1995 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Funds of Knowledge

Author : Norma Gonzalez
Publisher : Routledge
ISBN 13 : 1135614059
Total Pages : 332 pages
Book Rating : 4.1/5 (356 download)

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Book Synopsis Funds of Knowledge by : Norma Gonzalez

Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

Educating Latino Students

Author : María Luísa González
Publisher : Rowman & Littlefield
ISBN 13 : 0810843773
Total Pages : 402 pages
Book Rating : 4.8/5 (18 download)

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Book Synopsis Educating Latino Students by : María Luísa González

Download or read book Educating Latino Students written by María Luísa González and published by Rowman & Littlefield. This book was released on 2002 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino/a students are in a unique position in today's society; teachers and administrators are in an influential position in educating them. Community, parents, and educators alike are poised to enable these students to gain the education they need for success. Chapters by recognized authors and successful practitioners explain theory with actual applicable examples, demonstrating where and how education is successfully working for Latino students.

Transforming Mathematics Teacher Education

Author : Tonya Gau Bartell
Publisher : Springer
ISBN 13 : 3030210170
Total Pages : 181 pages
Book Rating : 4.0/5 (32 download)

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Book Synopsis Transforming Mathematics Teacher Education by : Tonya Gau Bartell

Download or read book Transforming Mathematics Teacher Education written by Tonya Gau Bartell and published by Springer. This book was released on 2019-08-01 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.