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ERIC Number: EJ1085857
Record Type: Journal
Publication Date: 2014-Dec
Pages: 12
Abstractor: ERIC
ISSN: EISSN-2151-2612
Why Should Mathematics Educators Learn from and about Latina/o Students' In-School and Out-of-School Experiences?
Civil, Marta
Journal of Urban Mathematics Education, v7 n2 p9-20 Dec 2014
University of Arizona's Marta Civil has been studying the complexities of bridging in-school and out-of-school mathematics for some time, during which she has raised specific questions related to connecting in-school and out-of-school mathematics (Civil, 2002, 2007, 2014). These questions have to do with "What is mathematics?" "Where is the mathematics?" "How are different mathematical practices valued, by whom, and where?" In Civil (2014) she raised further questions about "What is competence?" "What is the interplay between task, setting, and engagement?" and "How do languages (as in English and Spanish, for example) and affective elements interact when doing mathematics?" In particular, she discusses these questions in relation to in-school and out-of-school settings. Civil believes that mathematics educators (teachers, school administrators, university faculty, etc.) need to take a more holistic approach toward the mathematics education of students, and in particular of marginalized students. In this commentary, she provides some general context for her research, in terms of who the participants are and how she approaches her work. She then expands upon her belief in taking a more holistic approach through the "voices" of several students and their parents with whom she has interacted over the years.
Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Grant or Contract Numbers: N/A