Acknowledging Spanish and English Resources during Mathematical Reasoning

Autor/inn/en	LópezLeiva, Carlos A.; Torres, Zayoni; Khisty, Lena L.
Titel	Acknowledging Spanish and English Resources during Mathematical Reasoning
Quelle	In: Cultural Studies of Science Education, 8 (2013) 4, S.919-934 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-013-9518-3
Schlagwörter	Language of Instruction; Spanish Speaking; English; Mexican Americans; Urban Schools; Participant Observation; Grade 4; Bilingual Students; Hispanic American Students; Language Usage; Problem Solving; Mathematics Instruction; After School Programs; Bilingual Education; Program Effectiveness; Elementary School Students; Mathematical Logic + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; English language; Englisch; Hispanoamerikaner; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teilnehmende Beobachtung; School year 04; 4. Schuljahr; Schuljahr 04; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Sprachgebrauch; Problemlösen; Mathematics lessons; Mathematikunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bilingual teaching; Bilingualer Unterricht; Mathematical logics; Mathematische Logik
Abstract	As English-only efforts continue in the US schooling system, dual-language programs have served as attempts to preserve students' home language. An after-school, dual-language, Spanish-English, mathematics program, Los Rayos was developed in a predominantly Mexican/Mexican-American neighborhood in Chicago. As participant observers with a sociocultural perspective, we explored the linguistic and personal resources used by participating 4th grade bilingual Latina/o students. We found that students used imaginative, playful, and hybrid linguistic resources to make sense of and solve probability tasks when engaged within a zone of mathematical practice. Results challenge narrow perspectives on bilingual students' linguistic resources. Language implications are discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10