Beyond Essentialism
The Complexity of Language in Teaching Mathematics to Latina/o Students
Bibliographic Data
| ID | 8220945 |
|---|---|
| Authors | Rochelle Gutiérrez (0000-0003-2430-3201, University of Illinois Urbana-Champaign, corresponding author) |
| Year | 2002 |
| Volume | 39 |
| Issue | 4 |
| Pages | 1047-1088 |
| Publication date | 2002-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/000283120390041047 |
| OpenAlex | W2034921568 |
| Language | EN |
| Citations received | 26 |
| References cited | 34 |
This article explores the work of three high school mathematics teachers who have advanced large numbers of their Latina/o students (largely English-dominant) through the curriculum. The data are drawn from interviews with the teachers, from school and classroom observations over a 13-month period, and from student interviews. An analysis of teachers’ work with Latina/o students suggests that some of the strategies used by elementary and middle school teachers and teachers of English language learners are also successful with high school Latina/os who are primarily English-dominant. These strategies include having students work in groups, allowing students to work in their primary language, supplementing textbook materials, and building on students’ previous knowledge. The implications for future research, policy, and teacher education are also discussed
Curriculum · English language · Essentialism · Mathematics education · Pedagogy · Sociology · Work (physics · Collaborative Teaching and Inclusion · Multilingual Education and Policy · Psychology · Teacher Education and Leadership Studies
Teaching English Language Learners in the Content Areas
The Linguistic Challenges of Mathematics Teaching and Learning
Addressing Language Diversity in Early Years Mathematics
Naming and disrupting epistemic injustice across curated sites of learning
Teacher autonomy for improving teacher self-efficacy in multicultural classrooms
Multilingual Mathematics
At the intersection of culture, bilingualism, and mathematics
Integrating a Focus on Academic Language, English Learners, and Mathematics
Latinx Bilingual Prospective Teachers Renegotiate Language Communities in Mathematics Teaching Practices
Reform-Oriented Mathematics in Three 6th Grade Classes
The Situated Multiliteracies Approach to Classroom Participation
Effective Intervention with Urban Secondary English Language Learners
Vamos a Jugar Counters! Learning Mathematics Through Funds of Knowledge, Play, and the Third Space
Language Repair Strategies in Bilingual Tutoring of Mathematics Word Problems
Examining community cultural wealth of a transfronteriza multilingual student in mathematics classrooms
When my teacher speaks Spanish, my math classroom experience changes
Culturally Responsive Mathematics Teaching
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
Systematized Discrimination
Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners
Supporting African American Students’ Learning of Mathematics
Confronting the Marginalization of Culturally Responsive Pedagogy
Course‐Taking Patterns of Latino ESL Students
Gap or Gaps
Building Linguistically Integrated Classroom Communities
The Co-Construction of Opposition in a Low-Track Mathematics Classroom
Ethnic labels, Latino lives
Multiplying inequalities
Race, identity, and representation in education
A Movement against and beyond Boundaries
Promoting the Success of Latino Language-Minority Students
The art of case study research
Borderlands/La Frontera
Advancing Urban Latina/o Youth in Mathematics
The Quasar Project
Life Outside the Mathematics Classroom
Urban Students Acquiring English and Learning Mathematics in the Context of Reform
Linguistic and Cultural Influences on Learning Mathematics
Latina and Latino Researchers Interact on Issues Related to Literacy Learning
The Colonialism of the English Only Movement
Latinos Unidos
Lessons and Dilemmas Derived From the Literacy Instruction of Two Latina/o Teachers
Beyond the Methods Fetish
Research as Praxis
Building a culture of collaboration through hybrid language practices
Complex instruction
Incorporating Race, Gender, and Class Issues into a Critical Mathematica Literacy Curriculum
Language, Culture, and Power
Beyond Language
| Unique citing works | 26 |
|---|---|
| Citations per year | 1,3 |
| Citation span | 2006 - 2024 (19) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 26 |