Preface to “Immigrant Parents’ Perspectives on Their Children’s Mathematics Education”

Part of the Advances in Mathematics Education book series (AME)

Abstract

In the article originally published in 2005 we addressed immigrant parents’ perspectives of the teaching of mathematics in two geographic contexts, Barcelona (Spain) and Tucson (USA). The article illuminates two specific aspects of marginalization of those who move to a new country with hopes of a better life, including education, for their children. Since then we have expanded upon our work in these two specific aspects—parents’ perceptions about the teaching and learning of mathematics and the role of language in mathematics instruction. We argue that these two issues are central to the marginalization of immigrant parents’ and therefore, their children in the area of mathematics education. Therefore it is critical for educators to understand and address these issues to improve the mathematics education of immigrant students.

Keywords

Mathematics Education Language Policy Mathematics Classroom Immigrant Child English Language Learner 
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.

References

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Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  1. 1.School of Education – CB 3500University of North Carolina at Chapel HillChapel HillUSA
  2. 2.Universitat Autònoma de BarcelonaCerdanyolaSpain
  3. 3.University of MarylandCollege ParkUSA

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