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 student's 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.
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Civil, M., Planas, N. & Quintos, B. Immigrant parents’ perspectives on their children’s mathematics education. Zentralblatt für Didaktik der Mathematik 37, 81–89 (2005). https://doi.org/10.1007/BF02655717
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DOI: https://doi.org/10.1007/BF02655717