Advertisement

Immigrant Parents’ Perspectives on Their Children’s Mathematics Education

  • Marta Civil
  • Núria Planas
  • Beatriz Quintos
Part of the Advances in Mathematics Education book series (AME)

Abstract

This paper draws on two research studies with similar theoretical backgrounds, in two different settings, Barcelona (Spain) and Tucson (USA). From a sociocultural perspective, the analysis of mathematics education in multilingual and multiethnic classrooms requires us to consider contexts, such as the family context, that have an influence on these classrooms and its participants. We focus on immigrant parents’ perspectives on their children’s mathematics education and we primarily discuss two topics: (1) their experiences with the teaching of mathematics, and (2) the role of language (native language and second language). The two topics are explored with reference to the immigrant students’ or their parents’ former educational systems (the “before”) and their current educational systems (the “now”). Parents and schools understand educational systems, classroom cultures and students’ attainment differently, as influenced by their sociocultural histories and contexts.

Keywords

Mathematics Education School Mathematics Mathematics Classroom Mathematical Practice Immigrant Child 
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

  1. Abrams, L., & Gibbs, J. T. (2002). Disrupting the logic of home-school relations, parent involvement strategies and practices of inclusion and exclusion. Urban Education, 37(3), 384–407. CrossRefGoogle Scholar
  2. Abreu, G., & Cline, T. (2003). Schooled mathematics and cultural knowledge. Pedagogy, Culture and Society, 11, 11–30. CrossRefGoogle Scholar
  3. Anhalt, C., Allexsaht-Snider, M., & Civil, M. (2002). Middle school mathematics classrooms: A place for Latino parents’ involvement. Journal of Latinos and Education, 1(4), 255–262. CrossRefGoogle Scholar
  4. Bratton, J., Quintos, B., & Civil, M. (2004). Collaboration between researchers and parents for the improvement of mathematics education. Paper presented at the 1st annual binational symposium of education researchers, Mexico City, Mexico, March. Google Scholar
  5. Civil, M., & Andrade, R. (2003). Collaborative practice with parents: The role of researcher as mediator. In A. Peter-Koop, A. Begg, C. Breen, & V. Santos-Wagner (Eds.), Collaboration in teacher education: Working towards a common goal (pp. 153–168). Dordrecht: Kluwer. CrossRefGoogle Scholar
  6. Civil, M., & Planas, N. (2004). Participation in the mathematics classroom: Does every student have a voice? For the Learning of Mathematics, 24(1), 7–12. Google Scholar
  7. Civil, M., & Quintos, B. (2002). Uncovering mothers’ perceptions about the teaching and learning of mathematics. Paper presented at the annual meeting of AERA, New Orleans, USA, April. Google Scholar
  8. Civil, M., Quintos, B., & Bernier, E. (2003). Parents as observers in the mathematics classroom: Establishing a dialogue between school and community. Paper presented at annual conference of NCTM: Research Pre-session, San Antonio, USA, April. Google Scholar
  9. García, S., & Guerra, P. (2004). Deconstructing deficit thinking: Working with educators to create more equitable learning environments. Education and Urban Society, 36(2), 150–168. CrossRefGoogle Scholar
  10. Garfinkel, H. (1984). Studies in ethnomethodology. Cambridge: Polity Press. Google Scholar
  11. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine. Google Scholar
  12. Khisty, L. L. (1997). Making mathematics accessible to Latino students: Rethinking instructional practice. In J. Trentacosta & M. Kenney (Eds.), Multicultural and gender equity in the mathematics classroom—The gift of diversity (pp. 92–101). Washington: NCTM (97th Yearbook). Google Scholar
  13. Khisty, L. L., & Chval, K. (2002). Pedagogic discourse and equity in mathematics: When teachers’ talk matters. Mathematics Education Research Journal, 14(3), 154–168. CrossRefGoogle Scholar
  14. Lareau, A., & Horvat, E. (1999). Moments of social inclusion and exclusion race, class, and cultural capital in family-school relationships. Sociology of Education, 72(1), 37–53. CrossRefGoogle Scholar
  15. Merino, B., & Rumberger, R. (1999). Why ELD standards are needed for English learners. University of California Linguistic Minority Research Institute Newsletter, 8(3), 1. Google Scholar
  16. Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4(2, 3), 189–212. CrossRefGoogle Scholar
  17. Planas, N. (2004). Análisis discursivo de interacciones sociales en un aula de matemáticas multiétnica. Revista de Educación, 334, 59–74. Google Scholar
  18. Planas, N., & Gorgorió, N. (2004). Are different students expected to learn norms differently in the mathematics classroom? Mathematics Education Research Journal, 16(1), 19–40. CrossRefGoogle Scholar
  19. Reay, D. (1998). Cultural reproduction: Mothers’ involvement in their children’s primary schooling. In M. Grenfell & D. James (Eds.), Bourdieu and education: Acts of practical theory (pp. 55–71). Bristol: Falmer. Google Scholar
  20. Ron, P. (1999). Spanish-English language issues in the mathematics classroom. In L. Ortiz-Franco, N. Hernández, & Y. de la Cruz (Eds.), Changing the face of mathematics: Perspectives on Latinos (pp. 23–33). Reston: NCTM. Google Scholar
  21. Sheridan, T. E. (1995). Arizona: A history. Tucson: The University of Arizona Press. Google Scholar
  22. Suárez-Orozco, C., & Suárez-Orozco, M. (2001). Children of immigration. Cambridge: Harvard University Press. Google Scholar
  23. Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London, Ontario: The University of Western Ontario. Google Scholar
  24. Zevenbergen, R. (2000). “Cracking the code” of mathematics classrooms: School success as a function of linguistic, social and cultural background. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 201–224). Westport: Ablex. Google Scholar
  25. Zevenbergen, R. (2003). Ability grouping in mathematics classrooms: A Bourdieuian analysis. For the Learning of Mathematics, 23(3), 5–10. Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  1. 1.Department of MathematicsThe University of ArizonaTucsonUSA
  2. 2.Departament de Didàctica de la MatemàticaUniversitat Autònoma de BarcelonaBarcelonaSpain

Personalised recommendations