Cristina Valencia Mazzanti
Biographic Data
| ID | 4078693 |
|---|---|
| NAME | Cristina Valencia Mazzanti |
| GIVEN NAMES | Cristina Valencia |
| FAMILY NAME | Mazzanti |
| SIGNATURE | MAZZANTI C V |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0002-5110-6628 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Evidence of the Beautiful
Education is an experience marked by time. As a human endeavor, it is framed by the finitude that characterizes life and the time individuals and communities devote to it. In this theoretical article, we turn to Gadamer’s hermeneutic notion of the beautiful as an event of understanding that is both shaped by time and timeless to deconstruct how education, its evidence, and its measurement are interpreted and enacted. Gadamer argues that understan…
Teachers of refugee children opening up dialogic spaces across interruptions and change
Translanguaging, multilingualism, and multimodality in young children's mathematics learning
The purpose of this qualitative research study is to portray the complex language practices of multilingual children when learning mathematics. To do so, I draw on data collected as part of a three-year research study that was designed to understand the relationship between young children's language use and mathematics learning, focusing on students’ work as well as interactions collected through research journal entries and audio recordings. I c…
The borders of theory
This article considers the ontology of theory as a shaping phenomenon in qualitative research by opening up its intersection with artistic dimensions of knowing and knowledge. We argue that the plurality of practices and perspectives for research hinges on what theory is understood to be. Thus, rather than approaching theory as something predefined, we draw on conceptualizations of the experience of art to articulate the being of theory as an aes…
The Affective Being of Multilingual Children’s Language Use for Mathematics Learning
This article investigates how young multilingual children's mathematics learning is connected to their language use, lived experiences, contexts, and emotions. To this end, we consider the experiences of children who used both Spanish and English to learn mathematics. We center on two instances of kindergarten children counting and use Systemic Functional Linguistics (SFL) as our theoretical framework to reflect on how words become meaningful in …
Researching With Poetic and Artistic Dispositifs
This article presents the experience of the workshop Investigar con dispositivos artísticos y poéticos (Researching with poetic and artistic dispositifs), carried out in the special interest group A Day in Spanish and Portuguese (ADISP), in the frame of the Fifteenth International Congress of Qualitative Inquiry (ICQI), in 2019. The goal of this workshop was to show the panorama of the uses and implications of the arts, poetry, and narratives as …
Kind of interrupting”
This article examines the shared experiences and understandings teachers draw on to teach children with an awareness of linguistic diversity. To do so, we analyzed interviews from Turkey and the United States and drew on philosophical hermeneutics as a way to develop a disruptive understanding of teachers’ views regarding the role of languages in mathematics learning. We pose that teachers’ perspectives about languages and children’s ability to l…
The borders of theory
This article considers the ontology of theory as a shaping phenomenon in qualitative research by opening up its intersection with artistic dimensions of knowing and knowledge. We argue that the plurality of practices and perspectives for research hinges on what theory is understood to be. Thus, rather than approaching theory as something predefined, we draw on conceptualizations of the experience of art to articulate the being of theory as an aes…
Kind of interrupting”
This article examines the shared experiences and understandings teachers draw on to teach children with an awareness of linguistic diversity. To do so, we analyzed interviews from Turkey and the United States and drew on philosophical hermeneutics as a way to develop a disruptive understanding of teachers’ views regarding the role of languages in mathematics learning. We pose that teachers’ perspectives about languages and children’s ability to l…
Kind of interrupting”
This article examines the shared experiences and understandings teachers draw on to teach children with an awareness of linguistic diversity. To do so, we analyzed interviews from Turkey and the United States and drew on philosophical hermeneutics as a way to develop a disruptive understanding of teachers’ views regarding the role of languages in mathematics learning. We pose that teachers’ perspectives about languages and children’s ability to l…
The Affective Being of Multilingual Children’s Language Use for Mathematics Learning
This article investigates how young multilingual children's mathematics learning is connected to their language use, lived experiences, contexts, and emotions. To this end, we consider the experiences of children who used both Spanish and English to learn mathematics. We center on two instances of kindergarten children counting and use Systemic Functional Linguistics (SFL) as our theoretical framework to reflect on how words become meaningful in …
Researching With Poetic and Artistic Dispositifs
This article presents the experience of the workshop Investigar con dispositivos artísticos y poéticos (Researching with poetic and artistic dispositifs), carried out in the special interest group A Day in Spanish and Portuguese (ADISP), in the frame of the Fifteenth International Congress of Qualitative Inquiry (ICQI), in 2019. The goal of this workshop was to show the panorama of the uses and implications of the arts, poetry, and narratives as …
The borders of theory
This article considers the ontology of theory as a shaping phenomenon in qualitative research by opening up its intersection with artistic dimensions of knowing and knowledge. We argue that the plurality of practices and perspectives for research hinges on what theory is understood to be. Thus, rather than approaching theory as something predefined, we draw on conceptualizations of the experience of art to articulate the being of theory as an aes…
Translanguaging, multilingualism, and multimodality in young children's mathematics learning
The purpose of this qualitative research study is to portray the complex language practices of multilingual children when learning mathematics. To do so, I draw on data collected as part of a three-year research study that was designed to understand the relationship between young children's language use and mathematics learning, focusing on students’ work as well as interactions collected through research journal entries and audio recordings. I c…
Teachers of refugee children opening up dialogic spaces across interruptions and change
The Evidence of the Beautiful
Education is an experience marked by time. As a human endeavor, it is framed by the finitude that characterizes life and the time individuals and communities devote to it. In this theoretical article, we turn to Gadamer’s hermeneutic notion of the beautiful as an event of understanding that is both shaped by time and timeless to deconstruct how education, its evidence, and its measurement are interpreted and enacted. Gadamer argues that understan…
Linguistics (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Multilingual Education and Policy (3 works) · Second Language Learning and Teaching (3 works) · Aesthetics (2 works) · Art Education and Development (2 works) · EFL/ESL Teaching and Learning (2 works)