Relational engagement: Proportional reasoning with bilingual Latino/a students

Domínguez, Higinio; LópezLeiva, Carlos; Khisty, Lena Licón

doi:10.1007/s10649-013-9501-7

Cited by 12 publications

(8 citation statements)

References 21 publications

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“…Thus, in addition to examining students’ linguistic resources, researchers have examined the ways in which drawing on students’ cultural resources might support their mathematics learning. In several studies (Dominguez, 2011; Dominguez, LópezLeiva, & Khisty, 2014; Razfar, 2012b), researchers have examined the use of tasks that drew on students’ funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) to engage ELs in mathematical meaning making. For instance, Razfar (2012b) discussed the importance of drawing on children’s cultural and linguistic resources in creating a third space between formal and informal mathematical activity.…”

Section: Resultsmentioning

confidence: 99%

English Learners in K–12 Mathematics Education: A Review of the Literature

Araujo

Roberts

Willey

et al. 2018

Review of Educational Research

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Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K-12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K-12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

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Section: Resultsmentioning

confidence: 99%

English Learners in K–12 Mathematics Education: A Review of the Literature

Araujo

Roberts

Willey

et al. 2018

Review of Educational Research

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“…Based on a participatory, situated engineering learning perspective (Johri & Olds, 2011), we analyzed the data knowing that the development of engineering and mathematical identities is parallel to the learning process (Litzinger, Hadgraft, Lattuca, & Newstetter, 2011;Martin, 2006) and that student learning is relational (Domínguez, LópezLeiva, & Khisty, 2014). A saturated comparative, and contrastive analytical data process (Miles & Huberman, 1994) yielded that the creation of video representations resulted from a three-fold process (i.e., design, modelling, and implementation) that simultaneously combined students' mathematical and engineering perspectives with students' current resources and understandings, since students drew from own interests and collectively-generated ideas to creatively develop and program videos using Python code.…”

Section: Methodsmentioning

confidence: 99%

Interdisciplinary Mathematics Education

Doig¹,

Williams²,

Swanson³

et al. 2019

ICME-13 Monographs

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“…While more than quarter students pose a problem using the supposition proposition. It showed the relationship process are needed to build relationships with mathematics (Dominguez, Lópezleiva, & Khisty, 2013) in problem-posing. This can develop well if there are significant interactions between teacher's perceptions and knowledge (Campbell et al, 2014) that affect students' ability's problem-posing.…”

Section: Resultsmentioning

confidence: 99%

Senior High School Students’ Ability in Posing System of Linear Equations in Two Variables Problems

Rachmawati

Sugandi

Prayitno

2019

J. Res. Adv. Math. Educ

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Problem posing is a learning approach that trains students to be able to process and communicate mathematical problems based on information obtained. This study aims to describe the ability of high school students to pose problems on the topic of system of linear equations in two variables (SLETV). This study used a quantitative descriptive study involving 60 high school students in the East Surabaya area. The results showed that students were able to submit 60 problems, consisting of 54 problems can be categorized and 6 problems could not be categorized. Based on the semantic structure of mathematics, 17 students (31.48%) were able to pose problems using 1-relationship, 13 students (24.07%) were able to pose problems using 2-relationships, 13 students (24.07%) were able to raise problems using 3-relationships, and 11 students (20.37%) were able to pose problems using 4-relationships. Based on language structure (syntax), 13 students (24.07%) were able to pose problems using assignment propositions, as many as 17 students (31.48%) were able to pose problems using relationship propositions, and 14 students (25.93%) were able pose a problem using a presupposition proposition.

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Relational engagement: Proportional reasoning with bilingual Latino/a students

Cited by 12 publications

References 21 publications

English Learners in K–12 Mathematics Education: A Review of the Literature

English Learners in K–12 Mathematics Education: A Review of the Literature

Interdisciplinary Mathematics Education

Senior High School Students’ Ability in Posing System of Linear Equations in Two Variables Problems

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