Fraction detectives: bilingual students investigate the hidden identities of equivalent fractions

Domínguez, Higinio

doi:10.1007/s11858-020-01218-x

Cited by 1 publication

(1 citation statement)

References 39 publications

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“…Sometimes we can express more with a gesture, or an undecipherable sound than with a well-constructed sentence. There are studies on the richness of our expression and concept animation (Coles & Sinclair, 2019;Dominguez, 2021;Dominguez et al, 2023), but still require further exploration.…”

Section: Discussionmentioning

confidence: 99%

Reconnecting with the mathematical thought of the Mesoamerican numbers in Ixil: an onto-epistemological dialogue

LópezLeiva,

de la Cruz Gómez,

Gómez Pérez

et al. 2023

ZDM Mathematics Education

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Numbers and languages are present around the world. While mathematics is deemed as universal, communities around the world have developed mathematical practices that align with their specific context and needs. Rooted in an Indigenous epistemological framework, this manuscript presents a dialogue among four co-researchers and teachers retelling their experiences teaching and learning Mesoamerican numbers in both monolingual (Spanish) and bilingual (Ixil and Spanish) contexts. With a strong desire to learn about and reconnect with the forces of Indigenous mathematical thought and language that move within the teaching and learning of these numbers, the authors collectively reflected on their “tellings” of prior work. It is worthy of note that these reflections on teaching and learning processes of naming Mesoamerican numbers, their symbols, and numerical values help realize that these concepts are more fully animated when presented in contexts that are onto-epistemologically relevant.

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Section: Discussionmentioning

confidence: 99%