This book that explores the mathematics education of Latinosas in 13 original research studies. Each chapter represents research that grounds mathematics instruction for Latinosas in the resources to be found in culture and language. By inverting the deficit perspective, this volume redresses the shortcomings found in the previous literature on Latinoa learners. Each study frames language (e.g. bilingualism) not as an obstacle to learning, but as a resource for mathematical reasoning. Other chapters explore the notion of cultural variation not as a liability but as a tool for educators to build upon in the teaching of mathematics. Specifically, the book reframes culture as a focus on the practices, objects, inscriptions, or people that connect mathematical concepts to student thinking and experiences, both in and out of school. The book’s four sections divide the The first section of the book focuses on mathematic learning in classrooms, specifically exploring bilingual, Latinoa students; the second section explores Latinoa learners in communities, including the role parents can play in advancing learning; the third section includes chapters focused on teacher professional growth; the final section concerns the assessment (and mis-assessment) of Latinoa learners. The research shared in this volume provides ample evidence that mathematics educators who choose to ignore language or culture in their pedagogy risk shortchanging their Latinoa students.

Latinos as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities PDF

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