Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities (Hc)

Publisher Marketing: A volume in Research in Educational Diversity and Excellence Series Editors Hersh C. Waxman and Yolanda N. Padron, Texas A&M University This book that explores the mathematics education of Latinos/as in 13 original research studies. Each chapter represents research that grounds mathematics instruction for Latinos/as 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 Latino/a 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 research: The first section of the book focuses on mathematic learning in classrooms, specifically exploring bilingual, Latino/a students; the second section explores Latino/a 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 Latino/a 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 Latino/a students. Contributor Bio:  Tellez, Kip Kip Tellez is Associate Professor in the Education Department at the University of California-Santa Cruz. Prior to joining UCSC in 2000, he taught elementary and high school in east Los Angeles county. His instructional focus has always been on teaching English-language learners. An interest in educational linguistics led him to earn his PhD at Claremont Graduate University in Claremont, California. After graduate school, he began his first academic position at the University of Houston, where he taught courses on methods and theories of second language education, while also working to initiate two-way dual immersion programs in the Houston/Galveston area. At UCSC he has continued his research on language teaching and learning, while also teaching the English Learning Development courses in the Masters/Credential program. He is currently serving as the chair of the Education Department. Combining his interests in English-language teaching with teacher education, he has published articles in journals such as the "Journal of Teacher Education", "Teaching and Teacher Education", and "The Bilingual Research Journal". He also published an edited book (with Hersh Waxman) in 2006 titled, "Preparing Quality Educators for English Language Learners".