Difference between pages "Gutiérrez (2010/2013)" and "Gutiérrez (2002) AERJ"

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{{Title|The Sociopolitical Turn in Mathematics Education}}
{{Title|Beyond Essentialism: The Complexity of Language in Teaching Mathematics to Latina/o Students}}
__NOTOC__
__NOTOC__
* Author: [[Rochelle Gutiérrez]]
* Author: [[Rochelle Gutiérrez]]
* Journal: [[Journal for Research in Mathematics Education]]
* Journal: [[American Educational Research Journal]]
* Year: 2010/2013 (NCTM published the article online in 2010, but did not include it in an issue until 2013)
* Year: 2002
* Source: http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2013/Vol44/Issue1/The-Sociopolitical-Turn-in-Mathematics-Education/
* Source: http://aer.sagepub.com/cgi/doi/10.3102/000283120390041047


==Abstract==
==Abstract==
Over the past decade, the mathematics education research community has incorporated more sociocultural perspectives into its ways of understanding and examining teaching and learning. However, researchers who have a long history of addressing anti-racism and social justice issues in mathematics have moved beyond this sociocultural view to espouse sociopolitical concepts and theories, highlighting identity and power at play. This article highlights some promising conceptual tools from critical theory and post-structuralism and makes an argument for why taking the sociopolitical turn is important for both researchers and practitioners.
This article explores the work of three high school mathematics teachers who have advanced large numbers of their Latina/o students (largely English-dominant) through the curriculum. The data are drawn from interviews with the teachers, from school and classroom observations over a 13-month period, and from student interviews. An analysis of teachers' work with Latina/o students suggests that some of the strategies used by elementary and middle school teachers and teachers of English language learners are also successful with high school Latina/os who are primarily English-dominant. These strategies include having students work in groups, allowing students to work in their primary language, supplementing textbook materials, and building on students' previous knowledge. The implications for future research, policy, and teacher education are also discussed.


==Citation==
==Citation==
;APA
;APA
: Gutiérrez, R. (2010/2013). The sociopolitical turn in mathematics education. ''Journal for Research in Mathematics Education, 44''(1), 37–68. Retrieved from http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2013/Vol44/Issue1/The-Sociopolitical-Turn-in-Mathematics-Education/
: Gutiérrez, R. (2002). Beyond essentialism: The complexity of language in teaching mathematics to Latina/o students. ''American Educational Research Journal, 39''(4), 1047–1088. http://doi.org/10.3102/000283120390041047
;BibTeX
;BibTeX
<pre>
<pre>
@article{Gutierrez2013,
@article{Gutierrez2002,
author = {Guti{\'{e}}rrez, Rochelle},
author = {Guti{\'{e}}rrez, Rochelle},
journal = {Journal for Research in Mathematics Education},
doi = {10.3102/000283120390041047},
number = {1},
journal = {American Educational Research Journal},
pages = {37--68},
number = {4},
title = {{The sociopolitical turn in mathematics education}},
pages = {1047--1088},
url = {http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2013/Vol44/Issue1/The-Sociopolitical-Turn-in-Mathematics-Education/},
title = {{Beyond essentialism: The complexity of language in teaching mathematics to Latina/o students}},
volume = {44},
url = {http://aer.sagepub.com/cgi/doi/10.3102/000283120390041047},
year = {2013}
volume = {39},
year = {2002}
}
}
</pre>
</pre>


[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:Journal for Research in Mathematics Education]]
[[Category:American Educational Research Journal]]
[[Category:2013]]
[[Category:2002]]

Latest revision as of 02:29, 29 October 2017

Beyond Essentialism: The Complexity of Language in Teaching Mathematics to Latina/o Students

Abstract

This article explores the work of three high school mathematics teachers who have advanced large numbers of their Latina/o students (largely English-dominant) through the curriculum. The data are drawn from interviews with the teachers, from school and classroom observations over a 13-month period, and from student interviews. An analysis of teachers' work with Latina/o students suggests that some of the strategies used by elementary and middle school teachers and teachers of English language learners are also successful with high school Latina/os who are primarily English-dominant. These strategies include having students work in groups, allowing students to work in their primary language, supplementing textbook materials, and building on students' previous knowledge. The implications for future research, policy, and teacher education are also discussed.

Citation

APA
Gutiérrez, R. (2002). Beyond essentialism: The complexity of language in teaching mathematics to Latina/o students. American Educational Research Journal, 39(4), 1047–1088. http://doi.org/10.3102/000283120390041047
BibTeX
@article{Gutierrez2002,
author = {Guti{\'{e}}rrez, Rochelle},
doi = {10.3102/000283120390041047},
journal = {American Educational Research Journal},
number = {4},
pages = {1047--1088},
title = {{Beyond essentialism: The complexity of language in teaching mathematics to Latina/o students}},
url = {http://aer.sagepub.com/cgi/doi/10.3102/000283120390041047},
volume = {39},
year = {2002}
}
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