Figuring Math: Knowledge and Agency in a Bilingual Early Childhood Classroom

Research output: Contribution to journalArticlepeer-review

Abstract

The current U.S. sociopolitical climate has resurfaced long-held ideas associated with public perceptions concerning the Spanish language, Latin@s, and their portrayal in United States society. Amidst this climate, educators face the challenge of creating critical learning spaces for Latin@ bilingual children within multiple boundaries. This case study examines the pedagogical practices of an early childhood teacher who has co-constructed, with her students, a figured world where mathematics is part of everyday activities and children develop agency in their learning. Educational environments where Latin@ children use their resources as assets provide great leverage to counteract negative depictions of Latin@s in the U.S.

Original languageEnglish (US)
Pages (from-to)1-15
JournalJournal of Latinos and Education
DOIs
StateAccepted/In press - 2019

Keywords

  • agency
  • bilingualism
  • early childhood
  • Latin@ children
  • mathematics

ASJC Scopus subject areas

  • Cultural Studies
  • Education

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