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Culture + pedagogy + mathematics: Mu...

The University of Arizona., Language, Reading & Culture.

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Culture + pedagogy + mathematics: Multiple perspectives in a Latino community.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Culture + pedagogy + mathematics: Multiple perspectives in a Latino community./
Author:	Quintos, Beatriz.
Description:	431 p.
Notes:	Adviser: Yetta Goodman.
Contained By:	Dissertation Abstracts International69-05A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3310738
ISBN:	9780549591641

Culture + pedagogy + mathematics: Multiple perspectives in a Latino community.
Quintos, Beatriz.

Culture + pedagogy + mathematics: Multiple perspectives in a Latino community. - 431 p.

Adviser: Yetta Goodman.

Thesis (Ph.D.)--The University of Arizona, 2008.

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.

ISBN: 9780549591641Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Culture + pedagogy + mathematics: Multiple perspectives in a Latino community.
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020 $a 9780549591641
035 $a (UMI)AAI3310738
035 $a AAI3310738
040 $a UMI $c UMI
100 1 $a Quintos, Beatriz. $3 1036004
245 1 0 $a Culture + pedagogy + mathematics: Multiple perspectives in a Latino community.
300 $a 431 p.
500 $a Adviser: Yetta Goodman.
500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1644.
502 $a Thesis (Ph.D.)--The University of Arizona, 2008.
520 $a 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.
520 $a 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.
520 $a 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.
520 $a 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.
590 $a School code: 0009.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Hispanic American Studies. $3 1017793
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690 $a 0282
690 $a 0524
690 $a 0737
710 2 $a The University of Arizona. $b Language, Reading & Culture. $3 1024127
773 0 $t Dissertation Abstracts International $g 69-05A.
790 $a 0009
790 1 0 $a Goodman, Yetta, $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3310738