"Juntos" to Support Multilingual Students' Mathematics Learning: Bringing Families' Funds of Knowledge Into the Classroom

• In Event: Mathematics as a Cultural and Community Activity

Abstract

Many multilingual students experience mathematics learning disparities in K-12 schools. The pedagogical approaches that schools promote may explain the lack of progress in improving these students’ learning outcomes. This study aims at strengthening the connections between mathematical learning in the classroom and the existing strengths and funds of knowledge of multilingual families. Using a mixed methods study and gathering data from an innovative mathematical partnership where teachers and parents of 3rd-5th grade students work together, we examine: 1) teachers’ conceptions of multilingual families’ funds of knowledge, and 2) how teachers incorporate multilingual families’ funds of knowledge into their teaching practices. Implications for developing equity-oriented partnerships to support continuing improvement of multilingual students’ education will be discussed in the presentation.

Authors

• Carolina A. Napp-Avelli, University of Maryland - College Park

• Beatriz E. Quintos, University of Maryland

• Fany Salazar, The University of Arizona

• Marta Civil, The University of Arizona

• Tarik Buli, University of Maryland - College Park

• Michael W Krell, University of Maryland - College Park