ERIC Number: EJ1040006
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Reference Count: 27
Acknowledging Spanish and English Resources during Mathematical Reasoning
LópezLeiva, Carlos A.; Torres, Zayoni; Khisty, Lena L.
Cultural Studies of Science Education, v8 n4 p919-934 Dec 2013
As English-only efforts continue in the US schooling system, dual-language programs have served as attempts to preserve students' home language. An after-school, dual-language, Spanish-English, mathematics program, Los Rayos was developed in a predominantly Mexican/Mexican-American neighborhood in Chicago. As participant observers with a sociocultural perspective, we explored the linguistic and personal resources used by participating 4th grade bilingual Latina/o students. We found that students used imaginative, playful, and hybrid linguistic resources to make sense of and solve probability tasks when engaged within a zone of mathematical practice. Results challenge narrow perspectives on bilingual students' linguistic resources. Language implications are discussed.
Descriptors: Language of Instruction, Spanish Speaking, English, Mexican Americans, Urban Schools, Participant Observation, Grade 4, Bilingual Students, Hispanic American Students, Language Usage, Problem Solving, Mathematics Instruction, After School Programs, Bilingual Education, Program Effectiveness, Elementary School Students, Mathematical Logic
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Authoring Institution: N/A