Sylvia Celedón‐pattichi
Biographic Data
| ID | 4874696 |
|---|---|
| NAME | Sylvia Celedón‐pattichi |
| GIVEN NAMES | Sylvia |
| FAMILY NAME | Celedón‐pattichi |
| SIGNATURE | PATTICHI S C |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0003-1720-5216 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 54 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Toward an inclusive understanding of collaborative learning using MMLA
Translanguaging analysis of multilingual middle school students’ authentic mathematics-based computing experiences
Translanguaging in Computer Programming
Although there have been efforts to broaden the participation of underrepresented students in Science, Technology, Engineering, and Mathematics (STEM), few studies have focused on how Latine bilingual students in rural contexts can access computer programming. The purpose of this case study is to examine how translanguaging facilitates understanding among emergent bilingual students. The findings showed how translanguaging is more than translatio…
On TCR ’s Fostering Creative Collaborations and Future Directions
This commentary focuses on reflections involving the special issue on Teaching and Learning Mathematics and Computing in Multilingual Contexts and the important role that Teachers College Record has played in fostering creative interdisciplinary collaborations among researchers, graduate students, teachers, K-12 students, and parents. A discussion is included on how participating as a Guest Lead Editor of this special issue afforded opportunities…
From Students to Cofacilitators
Background/Context: Computer programming is rarely accessible to K–12 students, especially for those from culturally and linguistically diverse backgrounds. Middle school age is a transitioning time when adolescents are more likely to make long-term decisions regarding their academic choices and interests. Having access to productive and positive knowledge and experiences in computer programming can grant them opportunities to realize their abili…
Teaching and Learning Mathematics and Computing in Multilingual Contexts
“Fake It Until You Make It”
Background/Context: After-school programs that focus on integrating computer programming and mathematics in authentic environments are seldomly accessible to students from culturally and linguistically diverse backgrounds, particularly bilingual Latina students in rural contexts. Providing a context that broadens Latina students’ participation in mathematics and computer programming requires educators to carefully examine how verbal and nonverbal…
Language Policy, Culture, and Identity in Asian Contexts
Transforming Experience through English Use and Service-oriented Cultural Capital
Study of the role of English use in the lives of two undocumented indigenous Honduran immigrants to the southwestern United States reveals that the label "illegal" applied to undocumented immigrants influences their integration into U.S. society. Participants in the study used social/cultural capital to intervene in their underclass status. English proficiency served as a credentialed skill that allowed them social mobility, and the cultural valu…
Explícame tu Respuesta ”
This study investigated Spanish-speaking kindergarten students' participation in mathematical discourse as they solved and discussed a range of word problems. Specifically, we draw upon sociocultural perspectives on mathematics learning to frame mathematical discourse and to examine specific teacher and student actions that seemed to support the development of mathematical discourse over the course of the kindergarten year. Data sources included …
Mathematical Problem Solving Among Latina/o Kindergartners
This study explores opportunities to learn mathematics problem solving for Latina/o students in 3 kindergarten classrooms in the southwest. Mixed methods were used to examine teaching practices that engaged Latina/o students in problem solving and supported their learning. Findings indicate that although students in all 3 classrooms showed growth on pre-/postassessment measures, students in Ms. Arenas's classroom outperformed students in the 2 ot…
Bilingual Elementary Teachers’ Reflections on Using Students’ Native Language and Culture to Teach Mathematics
In mathematics education, equity means that all students regardless of their language, ethnicity, gender, and socioeconomic status have the right to engage in high-quality classroom experiences that support meaningful mathematics learning (Secada, 1989, 1992, 1995). This is clearly stated in the National Council of Teachers of Mathematics (NCTM) Position Statement on Teaching Mathematics to English Language Learners and the Equity Principle of th…
Reflections on Language and Mathematics Problem Solving
This case study investigates a professional development initiative in which a first-grade bilingual teacher engages in learning and teaching Cognitively Guided Instruction, a framework for understanding student thinking through context-rich word-problem lessons. The study explores (a) the impact of classroom-based professional development on a teacher's understanding of teaching mathematics to Latina/o students, and (b) issues of language and cul…
Language Policy, Culture, and Identity in Asian Contexts
Mathematical Problem Solving Among Latina/o Kindergartners
This study explores opportunities to learn mathematics problem solving for Latina/o students in 3 kindergarten classrooms in the southwest. Mixed methods were used to examine teaching practices that engaged Latina/o students in problem solving and supported their learning. Findings indicate that although students in all 3 classrooms showed growth on pre-/postassessment measures, students in Ms. Arenas's classroom outperformed students in the 2 ot…
Reflections on Language and Mathematics Problem Solving
This case study investigates a professional development initiative in which a first-grade bilingual teacher engages in learning and teaching Cognitively Guided Instruction, a framework for understanding student thinking through context-rich word-problem lessons. The study explores (a) the impact of classroom-based professional development on a teacher's understanding of teaching mathematics to Latina/o students, and (b) issues of language and cul…
Reflections on Language and Mathematics Problem Solving
This case study investigates a professional development initiative in which a first-grade bilingual teacher engages in learning and teaching Cognitively Guided Instruction, a framework for understanding student thinking through context-rich word-problem lessons. The study explores (a) the impact of classroom-based professional development on a teacher's understanding of teaching mathematics to Latina/o students, and (b) issues of language and cul…
Bilingual Elementary Teachers’ Reflections on Using Students’ Native Language and Culture to Teach Mathematics
In mathematics education, equity means that all students regardless of their language, ethnicity, gender, and socioeconomic status have the right to engage in high-quality classroom experiences that support meaningful mathematics learning (Secada, 1989, 1992, 1995). This is clearly stated in the National Council of Teachers of Mathematics (NCTM) Position Statement on Teaching Mathematics to English Language Learners and the Equity Principle of th…
Mathematical Problem Solving Among Latina/o Kindergartners
This study explores opportunities to learn mathematics problem solving for Latina/o students in 3 kindergarten classrooms in the southwest. Mixed methods were used to examine teaching practices that engaged Latina/o students in problem solving and supported their learning. Findings indicate that although students in all 3 classrooms showed growth on pre-/postassessment measures, students in Ms. Arenas's classroom outperformed students in the 2 ot…
Explícame tu Respuesta ”
This study investigated Spanish-speaking kindergarten students' participation in mathematical discourse as they solved and discussed a range of word problems. Specifically, we draw upon sociocultural perspectives on mathematics learning to frame mathematical discourse and to examine specific teacher and student actions that seemed to support the development of mathematical discourse over the course of the kindergarten year. Data sources included …
Transforming Experience through English Use and Service-oriented Cultural Capital
Study of the role of English use in the lives of two undocumented indigenous Honduran immigrants to the southwestern United States reveals that the label "illegal" applied to undocumented immigrants influences their integration into U.S. society. Participants in the study used social/cultural capital to intervene in their underclass status. English proficiency served as a credentialed skill that allowed them social mobility, and the cultural valu…
Language Policy, Culture, and Identity in Asian Contexts
From Students to Cofacilitators
Background/Context: Computer programming is rarely accessible to K–12 students, especially for those from culturally and linguistically diverse backgrounds. Middle school age is a transitioning time when adolescents are more likely to make long-term decisions regarding their academic choices and interests. Having access to productive and positive knowledge and experiences in computer programming can grant them opportunities to realize their abili…
Teaching and Learning Mathematics and Computing in Multilingual Contexts
“Fake It Until You Make It”
Background/Context: After-school programs that focus on integrating computer programming and mathematics in authentic environments are seldomly accessible to students from culturally and linguistically diverse backgrounds, particularly bilingual Latina students in rural contexts. Providing a context that broadens Latina students’ participation in mathematics and computer programming requires educators to carefully examine how verbal and nonverbal…
On TCR ’s Fostering Creative Collaborations and Future Directions
This commentary focuses on reflections involving the special issue on Teaching and Learning Mathematics and Computing in Multilingual Contexts and the important role that Teachers College Record has played in fostering creative interdisciplinary collaborations among researchers, graduate students, teachers, K-12 students, and parents. A discussion is included on how participating as a Guest Lead Editor of this special issue afforded opportunities…
Translanguaging analysis of multilingual middle school students’ authentic mathematics-based computing experiences
Translanguaging in Computer Programming
Although there have been efforts to broaden the participation of underrepresented students in Science, Technology, Engineering, and Mathematics (STEM), few studies have focused on how Latine bilingual students in rural contexts can access computer programming. The purpose of this case study is to examine how translanguaging facilitates understanding among emergent bilingual students. The findings showed how translanguaging is more than translatio…
Toward an inclusive understanding of collaborative learning using MMLA
Pedagogy (10 works) · Mathematics education (9 works) · Psychology (9 works) · Sociology (9 works) · Computer Science (7 works) · Mathematics Education and Teaching Techniques (5 works) · Multilingual Education and Policy (5 works) · Linguistics (4 works) · Political science (4 works) · Second Language Learning and Teaching (3 works)