"Everything is math in the whole world": Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students

Erin E. Turner, Maura Varley Gutiérrez, Ksenija Simic-Muller, Javier Díez-Palomar

Research output: Contribution to journalArticle

17 Scopus citations

Abstract

This critical ethnographic study of an after-school mathematics club for elementary-aged Latina/o youth focuses on connecting critical, community, and mathematical knowledge in the context of authentic, community-based investigations. We present cases of two extended projects to highlight tensions and dilemmas that emerged, particularly tensions related to ensuring rich mathematics in the contexts of projects that were personally and socially meaningful to the students. Our analysis offers insights into critical mathematics education with elementary aged students, and has the potential to counter dominant deficit perspectives of Latina/o youth. Additionally, the findings of this study inform critical approaches to teaching mathematics in schools attended by marginalized students in order to reverse prevalent trends of our educational system failing these students.

Original languageEnglish (US)
Pages (from-to)136-157
Number of pages22
JournalMathematical Thinking and Learning
Volume11
Issue number3
DOIs
StatePublished - Jan 1 2009

ASJC Scopus subject areas

  • Mathematics(all)
  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of '"Everything is math in the whole world": Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students'. Together they form a unique fingerprint.

  • Cite this