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个人简介
My research examines the realities of teaching and learning mathematics in schools serving predominantly African American, Latina/o, Native American, poor/working-class, and immigrant youth. I pursue several interrelated themes in my work:
(1) understanding how research, policies, and practices in mathematics education address the realities of youth of color, poor and working class youth, and immigrants;
(2) how Mexican immigrant youth experience mathematics learning socially and institutionally, including how these youth are socialized to learn and think about mathematics in their own homes and communities;
(3) how secondary mathematics teachers learn to develop understanding about youths’ home and cultural knowledge to develop and enact culturally relevant mathematics learning experiences;
(4) how children and youth develop racial and ethnic identities in relation to disciplinary identities within the field of mathematics;
(5) living Indigenous resurgence and decolonization
Central to all this work is privileging youth experience, family knowledge and cultural knowledge. I contend that student experience and voice offer both practical and theoretical insights on how race, culture, language, gender, class are intimately connected to the ways in which students come to participate in mathematics learning.
(1) understanding how research, policies, and practices in mathematics education address the realities of youth of color, poor and working class youth, and immigrants;
(2) how Mexican immigrant youth experience mathematics learning socially and institutionally, including how these youth are socialized to learn and think about mathematics in their own homes and communities;
(3) how secondary mathematics teachers learn to develop understanding about youths’ home and cultural knowledge to develop and enact culturally relevant mathematics learning experiences;
(4) how children and youth develop racial and ethnic identities in relation to disciplinary identities within the field of mathematics;
(5) living Indigenous resurgence and decolonization
Central to all this work is privileging youth experience, family knowledge and cultural knowledge. I contend that student experience and voice offer both practical and theoretical insights on how race, culture, language, gender, class are intimately connected to the ways in which students come to participate in mathematics learning.
研究兴趣
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COGNITION AND INSTRUCTIONno. 4 (2023): 381-404
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Filiberto Barajas-López, Gregory V. Larnell
Journal for Research in Mathematics Educationno. 4 (2019): 349-361
Journal of Family Diversity in Educationno. 4 (2015): 1-21
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