“Juntos pero no revueltos”: microaggressions and language in the mathematics education of non-dominant Latinas/os

LópezLeiva, Carlos; Khisty, Lena Licón

doi:10.1007/s13394-013-0105-4

Cited by 8 publications

(6 citation statements)

References 10 publications

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“…Many of these studies evidenced how teachers’ instruction is largely based on their personal histories, training, relationships with curriculum, and the professional support they receive. We also found studies related to topics such as curriculum implementation (Celedón-Pattichis, 2010), caring (Lewis et al, 2012), microaggressions (LópezLeiva & Khisty, 2014), and the effects of external forces on teachers’ instruction in mathematics classrooms with ELs (Zahner, 2015). Elementary school contexts were most prevalent in this category, with 19 of the 28 studies conducted at the elementary school level.…”

Section: Resultsmentioning

confidence: 72%

“…Though supporting ELs’ mathematical discourse is important, in several studies researchers also documented ways in which teachers’ practices can unintentionally impede ELs’ mathematics discourse (LópezLeiva & Khisty, 2014; Pinnow & Chval, 2015). For example, Pinnow and Chval (2015) described how classroom members regularly positioned Roberto, an EL, as less competent than his peers.…”

Section: Resultsmentioning

confidence: 99%

“…We note that few works in this section were based explicitly on a sociopolitical perspective. Exceptions include LópezLeiva and Khisty (2014) and Pinnow and Chval (2015), both of which highlighted how ELs might be shut out of mathematics classrooms. Also, researchers on teachers’ code switching noted that teachers’ use of ELs’ L1 might be a political act challenging language policies (Salehmohamed & Rowland, 2014; Setati, 2005; Setati & Adler, 2000).…”

Section: Resultsmentioning

confidence: 99%

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English Learners in K–12 Mathematics Education: A Review of the Literature

Araujo

Roberts

Willey

et al. 2018

Review of Educational Research

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Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K-12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K-12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

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Section: Resultsmentioning

confidence: 72%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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English Learners in K–12 Mathematics Education: A Review of the Literature

Araujo

Roberts

Willey

et al. 2018

Review of Educational Research

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“…Such views may limit students' ability to see themselves as capable of doing mathematics or consider differing interpretations of mathematics for their future classrooms (Beswick & Callingham, 2014;Kalder & Lesik, 2011). In this way, our work diverges from much of the work around EPSTs' mathematical histories (Bekdemir, 2010;Uusimaki & Nason, 2004), including mathematical trauma (Faradillah & Febriani, 2021;Lange & Meaney, 2011) and mathematics microaggressions (Harrison, 2020;Kohli & Solórzano, 2012;LópezLeiva & Khisty, 2014), which generally focuses on the impact of negative experiences.…”

Section: Introductionmentioning

confidence: 95%

Making sense of elementary pre-service teachers’ mathematical wounds: A proposed framework for practice

Skultety

Saclarides

Bajwa

et al. 2023

INT ELECT J MATH ED

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We, six elementary mathematics teacher educators (MTEs), noticed that many of our elementary pre-service teachers (EPSTs) were limited by their views of mathematics, typically as the result of their prior experiences with learning mathematics. Much of the research around such limiting views focuses primarily on negative experiences or treats such views as associated with individual factors (e.g., self-efficacy, mathematics anxiety, and views about problem solving). Using a (re)humanizing mathematics perspective, we sought to identify these limiting views of mathematics in a more holistic approach, considering the complexity of views that EPSTs hold. In this article, we introduce a framework, developed through collaborative self-study methodology, to give shared language to the types of <i>mathematical wounds</i> EPSTs may have. Utilizing this framework, MTEs can support EPSTs’ mathematical healing by enacting intentional instructional practices. We provide three general approaches to frame these intentional practices as well as reflection questions to support other MTEs in reconsidering their own courses and how they may take EPSTs’ mathematical wounds and healing into account.

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“…Issues with the way language minority students are perceived by teachers (e.g. López Leiva & Khisty, 2014;Salazar, 2010) and schools (e.g. Briscoe, 2014;Kanno & Kangas, 2014) may contribute to their academic struggles, and ultimately towards negative perceptions of their academic capabilities.…”

Section: List Of Tablesmentioning

confidence: 99%

The secondary mathematics experiences of English language learners

Runnalls¹

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In recent decades, the landscape of the U.S. classroom has been drastically changing. Schools at every level are enrolling increasingly higher numbers of culturally and linguistically diverse learners, many in the process of learning English. These students, frequently called English language learners (ELLs), present new and unique challenges to educators. Many of these challenges concern language and the many ways it affects the educational experience. One concern of great interest involves better understanding the ways language and academic content interact. Language is a pivotal component of the learning experience, and likely to affect students' perceptions of the classroom environment and themselves, as well as interactions with teachers and peers. This concern remains critical to consider in secondary mathematics, where language demands are high, but teachers may not be trained to attend to both language and content in the mainstream classroom. The present research used data from the High School Longitudinal Study of 2009 to investigate the secondary mathematics experiences of ELL and non-ELL students in two studies conducted at distinct levels: student and teacher. At the student-level, hierarchical linear modeling was used to compare the effects of several student variables on both access to and achievement in mathematics, as well as how these effects differed between ELL and non-ELL students. Findings indicated that both mathematics self-efficacy and interest in early coursework were positively related to access to and achievement in mathematics, and these relationships were significantly stronger for ELL students. Conversely, positive perceptions of the learning environment and classroom engagement were often related to gains in outcomes for non-ELL students, but decreases for ELL students. This study highlighted several key factors of the vi secondary mathematics experience that behaved differently for ELL and non-ELL students. Implications of these findings are further discussed in Chapter 2. At the teacher-level, hierarchical linear modeling was used to compare the effects of teacher experience, classroom practices, and perceptions of departmental support on the access to and achievement in mathematics of their students, and how these effects differed between ELL and non-ELL students. Findings indicated that more conceptuallyoriented teaching practices were beneficial to both students, with greater gains long-term for both ELL and non-ELL students. Procedurally-oriented teaching was beneficial to ELL students in nearly all cases, but detrimental to non-ELL students' mathematics outcomes. The effects of perceptions of departmental support varied, with mixed effects for some (e.g. principal support) and detrimental effects for others (e.g. sense of responsibility). Implications of these findings are further discussed in Chapter 3. Finally, Chapter 4 discusses overarching themes across studies at both levels, summarizing the results with regards to student variables, teacher variables, and studentteache...

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“Juntos pero no revueltos”: microaggressions and language in the mathematics education of non-dominant Latinas/os

Cited by 8 publications

References 10 publications

English Learners in K–12 Mathematics Education: A Review of the Literature

English Learners in K–12 Mathematics Education: A Review of the Literature

Making sense of elementary pre-service teachers’ mathematical wounds: A proposed framework for practice

The secondary mathematics experiences of English language learners

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