Reexamining the Links Between Curriculum and Instruction for Latina/o Mathematics Learners

Session Submission Type: Symposium

Abstract

Despite decades of educational reform efforts for Latina/o students, their mathematical performance – as measured by standardized tests – has persistently lagged behind other demographic sub-groups (Gandara & Contreras, 2009). New approaches are needed to translate what we know about effective curriculum and instruction for bilingual Latina/o learners, into concrete actions in the classroom. This symposium reports on four studies that will help us better understand how to support teachers and students as they navigate the world of language-rich mathematics curriculum and pedagogy. We will describe the struggles of practicing mathematics teachers of Latina/o students and discuss how we bridge educational theory and practical applications in curriculum and classroom instruction.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Craig J. Willey, Indiana University - Indianapolis

Papers

• Moving From Knowing to Doing: Teachers Developing Mathematics Discourse Communities With Latinas/os - Craig J. Willey, Indiana University - Indianapolis

• Strengthening the Links Between Curriculum and Instruction for Latina/o Mathematics Learners - Kathleen Pitvorec, University of Illinois at Chicago; Lena Licon Khisty, University of Illinois at Chicago; Craig J. Willey, Indiana University - Indianapolis

• Enhancing Mathematics Curricula and Instruction to Facilitate Latino English Language Learners’ Success: A Case Study of Juan - Kathryn B. Chval, University of Missouri - Columbia; Rachel J. Pinnow, University of Missouri; Amanda Thomas, University of Missouri

• The Rise and Run of a Procedural Approach in Discussions about Slope - William Carl Zahner, Boston University

Discussant

• Beth M. Warren, Cheche Konnen Center, TERC