"Complicando Algo Tan Sencillo": Bridging Mathematical Understanding of Latino Immigrant Parents [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Colegrove, Kiyomi Sánchez-Suzuki; Krause, Gladys
Titel	"Complicando Algo Tan Sencillo": Bridging Mathematical Understanding of Latino Immigrant Parents [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Immigrants; Hispanic Americans; Hispanic American Students; Teaching Methods; Mathematics Instruction; Ethnography; Video Technology; Cues; Mathematical Concepts; Elementary School Students; Parent Participation; Pedagogical Content Knowledge; Program Descriptions; Parent Attitudes; Interviews; Focus Groups; Mothers; Fathers; California; Texas + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Hispanic; Hispanoamerikaner; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Ethnografie; Stichwort; Elternmitwirkung; Pädagogische Kompetenz; Elternverhalten; Interviewing; Interviewtechnik; Mother; Mutter; Kalifornien
Abstract	The purpose of this paper is to demonstrate the mathematical understanding of Latino immigrant parents in curricular and pedagogical practices in elementary school. The paper seeks to counter widely spread deficit discourses about the parental involvement of Latinos in education. Using data from the Agency and Young Children project, a video-cued ethnographic study (Tobin, Wu, & Davidson, 1989; Tobin, Hsueh, Karasawa, 2009; Tobin, Arzubiaga, & Adair, 2013), we highlight aspects from home that schools can use as resources to build a bridge that supports children's mathematical understanding. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01