Literaturnachweis - Detailanzeige
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 |
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 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 |