TY - JOUR
T1 - "Everything is math in the whole world"
T2 - Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students
AU - Turner, Erin E.
AU - Gutiérrez, Maura Varley
AU - Simic-Muller, Ksenija
AU - Díez-Palomar, Javier
N1 - Funding Information:
This research was supported by a National Science Foundation award to CEMELA, The Center for Mathematics Education of Latino/as (grant number ESI-0424983). Any opinions, findings, and conclusions or recommendations expressed in this manuscript are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
PY - 2009
Y1 - 2009
N2 - This critical ethnographic study of an after-school mathematics club for elementary-aged Latina/o youth focuses on connecting critical, community, and mathematical knowledge in the context of authentic, community-based investigations. We present cases of two extended projects to highlight tensions and dilemmas that emerged, particularly tensions related to ensuring rich mathematics in the contexts of projects that were personally and socially meaningful to the students. Our analysis offers insights into critical mathematics education with elementary aged students, and has the potential to counter dominant deficit perspectives of Latina/o youth. Additionally, the findings of this study inform critical approaches to teaching mathematics in schools attended by marginalized students in order to reverse prevalent trends of our educational system failing these students.
AB - This critical ethnographic study of an after-school mathematics club for elementary-aged Latina/o youth focuses on connecting critical, community, and mathematical knowledge in the context of authentic, community-based investigations. We present cases of two extended projects to highlight tensions and dilemmas that emerged, particularly tensions related to ensuring rich mathematics in the contexts of projects that were personally and socially meaningful to the students. Our analysis offers insights into critical mathematics education with elementary aged students, and has the potential to counter dominant deficit perspectives of Latina/o youth. Additionally, the findings of this study inform critical approaches to teaching mathematics in schools attended by marginalized students in order to reverse prevalent trends of our educational system failing these students.
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U2 - 10.1080/10986060903013382
DO - 10.1080/10986060903013382
M3 - Article
AN - SCOPUS:77953680095
SN - 1098-6065
VL - 11
SP - 136
EP - 157
JO - Mathematical Thinking and Learning
JF - Mathematical Thinking and Learning
IS - 3
ER -