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Young Latino Students Learning in Problem-Based Reform Mathematics Classrooms: Developing Mathematical Thinking and Communication |
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Abstract:
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This study explores how Latino first grade students develop mathematical problem solving and communication in their native language. Problems types came from Cognitively Guided Instruction (Carpenter et al. 1999) and were embedded in students cultural and linguistic experiences. Findings show students solved a wide range of CGI problems and developed flexibility and confidence in their strategies and explanations. |
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student (43), problem (37), mathemat (35), solv (22), develop (14), carpent (12), educ (11), think (11), research (10), studi (9), teacher (9), understand (8), grade (8), communic (8), learn (8), first (7), e (7), 1999 (7), lesson (7), cgi (7), fennema (7), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Marshall, Mary., Musanti, Sandra. and Celedn-Pattichis, Sylvia. "Young Latino Students Learning in Problem-Based Reform Mathematics Classrooms: Developing Mathematical Thinking and Communication" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada, Oct 25, 2007 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p191794_index.html> |
APA Citation:
| Marshall, M. E., Musanti, S. and Celedn-Pattichis, S. , 2007-10-25 "Young Latino Students Learning in Problem-Based Reform Mathematics Classrooms: Developing Mathematical Thinking and Communication" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p191794_index.html |
Publication Type: Short Research Paper
Abstract: This study explores how Latino first grade students develop mathematical problem solving and communication in their native language. Problems types came from Cognitively Guided Instruction (Carpenter et al. 1999) and were embedded in students cultural and linguistic experiences. Findings show students solved a wide range of CGI problems and developed flexibility and confidence in their strategies and explanations. |
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| Word count: |
1515 |
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| 243 YOUNG LATINO STUDENTS’ LEARNING IN PROBLEM-BASED REFORM MATHEMATICS CLASSROOMS: DEVELOPING MATHEMATICAL THINKING AND COMMUNICATION (1) Mary Marshall Sandra Musanti Sylvia Celedón-Pattichis University of New Mexico University of New Mexico University of New Mexico mmarshal@unm.edu smusanti@unm.edu sceledon@unm.edu This study explores how Latino first grade students develop mathematical problem solving and communication in their native language. Problem types came from Cognitively Guided Instruction (Carpenter et al. 1999) and were embedded in students’ cultural and linguistic experiences. Findings show students solved |
| VA: Author. Trueba E. T. (1999). Critical ethnography and a Vygotskian pedagogy of hope: The empowerment of Mexican immigrant children. Qualitative Studies in Education 12(6) 591-614. Turner E. Celedón-Pattichis S. Marshall M. & Tennison A. (in press). “Fíjense amorcitos les voy a contar una historia”: The power of story to support solving and discussing mathematical problems among Latino/a kindergarten students. To appear in Mathematics for ALL: Instructional Strategies for Diverse Classrooms: K-2. Reston VA: NCTM. Lamberg T. & Wiest |
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