Beyond essentialism: The complexity of language in teaching mathematics to Latina/o students

Research output: Contribution to journalReview article

Abstract

This article explores the work of three high school mathematics teachers who have advanced large numbers of their Latina/o students (largely English-dominant) through the curriculum. The data are drawn from interviews with the teachers, from school and classroom observations over a 13-month period, and from student interviews. An analysis of teachers' work with Latina/o students suggests that some of the strategies used by elementary and middle school teachers and teachers of English language learners are also successful with high school Latina/os who are primarily English-dominant. These strategies include having students work in groups, allowing students to work in their primary language, supplementing textbook materials, and building on students' previous knowledge. The implications for future research, policy, and teacher education are also discussed.

Original languageEnglish (US)
Pages (from-to)1047-1088
Number of pages42
JournalAmerican Educational Research Journal
Volume39
Issue number4
DOIs
StatePublished - Jan 1 2002

Keywords

  • Effective teaching
  • Language
  • Latina/os
  • Mathematics

ASJC Scopus subject areas

  • Education

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