Equidad en educación matemática: experiencias basadas en un enfoque sociocultural

Referencias

Celedón-Pattichis, S. & Ramirez, N. G. (Eds.). (2012). Beyond good teaching: Advancing mathematics education for ELLs. Reston, VA: National Council of Teachers of Mathematics. Civil, M. (2002a). Culture and mathematics: A community approach. Journal of Intercultural Studies, 23(2), 133-148. https://doi.org/10.1080/07256860220151050A Civil, M. (2002b). Everyday mathematics, mathematicians’ mathematics, and school mathematics: Can we bring them together? In M. Brenner & J. Moschkovich (Eds.), Everyday and academic mathematics in the classroom. Journal for Research in Mathematics Education Monograph #11 (pp. 40-62). Reston, VA: NCTM. Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105-117). New York: Teachers College Press. Civil, M. (2011a). Lessons learned from the Center for the Mathematics Education of Latinos/as: Implications for research with non-dominant, marginalized communities. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Mathematics: Traditions and [new] practices—Proceedings of the 34th annual conference of the Mathematics Education Research Group (MERGA) and of the 23rd biennial conference of the Australian Association of Mathematics Teachers (AAMT) (pp. 11-24). Alice Springs, Australia. Civil, M. (2011b). Mathematics education, language policy, and English language learners. In W. F. Tate, K. D. King, & C. Rousseau Anderson (Eds.), Disrupting tradition: Research and practice pathways in mathematics education (pp. 77-91). Reston, VA: NCTM. Civil, M. (2012). Opportunities to Learn in Mathematics Education: Insights from Research with “Non-Dominant” Communities. In T.Y. Tso (Ed.), Proceedings of the 36th conference of the International Civil, M. (2016). STEM learning research through a funds of knowledge lens. Cultural Studies of Science Education, 11(1), 41-59. https://doi.org/10.1007/s11422-014-9648-2 Civil, M. & Andrade, R. (2002). Transitions between home and school mathematics: Rays of hope amidst the passing clouds. In G. de Abreu, A. J. Bishop, & N. C. Presmeg (Eds.), Transitions between contexts of mathematical practices (pp. 149-169). Kluwer. Civil, M. & Andrade, R. (2003). Collaborative practice with parents: The role of the researcher as mediator. In A. Peter- Koop, V. Santos-Wagner, C. Breen, & A. Begg (Eds.), Collaboration in teacher education: Examples from the context of mathematics education (pp. 153-168). Kluwer. Civil, M., Been Bennett, A. & Salazar, F. (2021). Learning from mothers as they engage in mathematical modeling. In J. Suh, M. H. Wickstrom, & L. English (Eds), Exploring mathematical modeling with young learners (pp. 413- 436). Springer. Civil, M. & Bernier, E. (2006). Exploring images of parental participation in mathematics education: Challenges and possibilities. Mathematical Thinking and Learning, 8(3), 309-330. https://doi.org/10.1207/s15327833mtl0803_6 Civil, M. & Hunter, R., (2015). Participation of non-dominant students in argumentation in the mathematics classroom. Intercultural Education, 26, 296-312. http://dx.doi.org/10.1080/14675986.2015.1071755. Civil, M, & Kahn, L. (2001). Mathematics instruction developed from a garden theme. Teaching Children Mathematics, 7, 400-405. Civil, M., Quintos, B., Salazar, F., Napp-Avelli, C. & Cardenas Guzman, M. (2022, April). “Juntos” to support multilingual students’ mathematics learning: Bringing families’ funds of knowledge into the classroom. Presented at the Annual Meeting of the American Educational Research Association (AERA), San Diego, CA. Chval, K. B. & Chávez, O. (2011). Designing math lessons for English language learners. Mathematics Teaching in the Middle School, 17(5), 261 – 265. González, N., Moll, L. C. & Amanti, C. (Eds.) (2005). Funds of knowledge: theorizing practice in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum. Hill, H. C. (2014). Mathematical quality of instruction (MQI) [Coding tool]. Cambridge, MA: Harvard Graduate School of Education. Moll, L. C. (1992). Bilingual classroom studies and community analysis: some recent trends. Educational Researcher, 21(2), 20-24. http://dx.doi.org/10.3102/0013189X021002020 Moll, L. C. (2019). Elaborating funds of knowledge: Community-oriented practies in international contexts. Literacty Research: Theory, Method, and Practice, 68, 130-138. https://doi.org/10.1177/2381336919870805 Moll, L. C., Amanti, C., Neff, D. & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–41. http://dx.doi.org/10.1080/00405849209543534 Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4(2&3), 189-212. Moschkovich, J. (2013). Principles and guidelines for equitable mathematics teaching practices and materials for English language learners. Journal of Urban Mathematics Education, 6(1), 45-57. Planas, N. & Civil, M. (2013). Language-as-resource and language-as-political: Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25, 361-378. DOI 10.1007/s13394-013-0075- Quintos, B., Civil, M. & Bratton, J. (2019). Promoting change through a formative intervention: Contradictions in mathematics education parental engagement. Mind, Culture, and Activity, 26(2), 171-186. https://doi.org/10.1080/10749039.2019.1602656 Sorto, M. A., Wilson, A. & White, A. (2018). Teacher knowledge and teaching practices in linguistically diverse classrooms. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues, & M. Schütte (Eds.) Language and communication in mathematics education: International perspectives (pp. 219-231). Dordrecht: Springer. Sorto, M. A. & Bower, R. S. G. (2017). Quality of instruction in linguistically diverse classrooms: It matters! In A. Fernandes, S. Crespo, & M. Civil (Eds.), Access and equity: Promoting high quality mathematics in grades 6-8 (pp. 27 – 40). Reston, VA: NCTM. Vélez-Ibáñez, C. & Greenberg, J. (1992). Formation and transformation of funds of knowledge among U.S. Mexican households. Anthropology and Education Quarterly, 23(4), 313–335.