Teacher Development in After-School Mathematics Contexts: Insights from Projects that Capitalize on Latinas/os’ Linguistic and Cultural Resources

  • Eugenia Vomvoridi-Ivanović
  • Maura Varley Gutiérrez
  • Gabriel Viego
  • Ksenija Simić-Muller
  • Lena Licón Khisty
Chapter
Part of the Explorations of Educational Purpose book series (EXEP, volume 23)

Abstract

The preparation of teachers for diverse populations has been the subject of a growing body of research and discussion over the last two decades (e.g., Cochran-Smith, Fieman-Nemser, McIntyre, & Demers, 2008). However, as it stands now, there is not a great number of teachers who are adequately and appropriately prepared with the skills and knowledge to teach diverse students (Darling-Hammond, 2006). Since achievement in mathematics is highly dependent on teachers’ capabilities (e.g. Khisty, 2002; NCES, 2001), the underpreparedness of teachers does not bode well for Latinas/os and other nondominant students receiving the support they need to perform well in mathematics (Gutiérrez, 2002). While research has pointed to the importance of linguistically responsive learning environments for Latinos/as in mathematics (e.g. Khisty, 1995; Moschkovich, 1999a, 1999b) and to practices teachers can use to facilitate bilingual students’ content learning (Khisty & Viego, 1999), the question remains about how to prepare and support teachers in creating such learning environments.

Keywords

Preservice Teacher Spanish Version Mathematical Activity Novice Teacher Teacher Development 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgments

This chapter describes work conducted as part of CEMELA, supported in part by the National Science Foundation (Grant ESI-0424983). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.

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Copyright information

© Springer Science+Business Media B.V. 2013

Authors and Affiliations

  • Eugenia Vomvoridi-Ivanović
    • 1
  • Maura Varley Gutiérrez
    • 2
  • Gabriel Viego
    • 3
  • Ksenija Simić-Muller
    • 4
  • Lena Licón Khisty
    • 3
  1. 1.Department of Secondary EducationUniversity of South FloridaTampaUSA
  2. 2.Elsie Whitlow Stokes Community Freedom Public Charter SchoolTucsonUSA
  3. 3.Department of Curriculum and Instruction, College of EducationUniversity of Illinois at ChicagoChicagoUSA
  4. 4.Department of MathematicsPacific Lutheran UniversityTacomaUSA

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