Transnational and Borderland studies in mathematics education

Richard S. Kitchen, Marta Civil

Research output: Book/ReportBook

Abstract

Every year, significant numbers of immigrant children from Mexico enter classrooms in the United States. These immigrants comprise a heterogeneous group of students with diverse needs, abilities, and experiences. Transnational and Borderland Studies in Mathematics Education is the first collection to offer research studies across these communities. Providing invaluable research on both sending and receiving communities in Mexico and the US, this collection considers the multiple aspects of childrens experiences with mathematics, including curriculum, classroom participation structures, mathematical reasoning and discourse-both in and out of school-and parents perceptions and beliefs about mathematics instruction. An important treatment of an insufficiently documented subject, this collection brings together researchers on both sides of the border to foster and support an interest in documenting evidence that will set the stage for future studies in mathematics education.

Original languageEnglish (US)
PublisherTaylor and Francis
Number of pages204
ISBN (Print)9780203840955
DOIs
StatePublished - Jan 1 2012

Fingerprint

mathematics
Mexico
immigrant
mathematics instruction
education
classroom
community
experience
parents
curriculum
participation
discourse
ability
school
evidence
Group
student

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Transnational and Borderland studies in mathematics education. / Kitchen, Richard S.; Civil, Marta.

Taylor and Francis, 2012. 204 p.

Research output: Book/ReportBook

Kitchen, Richard S. ; Civil, Marta. / Transnational and Borderland studies in mathematics education. Taylor and Francis, 2012. 204 p.
@book{3bdc16779c244ebc8344d4c3603d2664,
title = "Transnational and Borderland studies in mathematics education",
abstract = "Every year, significant numbers of immigrant children from Mexico enter classrooms in the United States. These immigrants comprise a heterogeneous group of students with diverse needs, abilities, and experiences. Transnational and Borderland Studies in Mathematics Education is the first collection to offer research studies across these communities. Providing invaluable research on both sending and receiving communities in Mexico and the US, this collection considers the multiple aspects of childrens experiences with mathematics, including curriculum, classroom participation structures, mathematical reasoning and discourse-both in and out of school-and parents perceptions and beliefs about mathematics instruction. An important treatment of an insufficiently documented subject, this collection brings together researchers on both sides of the border to foster and support an interest in documenting evidence that will set the stage for future studies in mathematics education.",
author = "Kitchen, {Richard S.} and Marta Civil",
year = "2012",
month = "1",
day = "1",
doi = "10.4324/9780203840955",
language = "English (US)",
isbn = "9780203840955",
publisher = "Taylor and Francis",

}

TY - BOOK

T1 - Transnational and Borderland studies in mathematics education

AU - Kitchen, Richard S.

AU - Civil, Marta

PY - 2012/1/1

Y1 - 2012/1/1

N2 - Every year, significant numbers of immigrant children from Mexico enter classrooms in the United States. These immigrants comprise a heterogeneous group of students with diverse needs, abilities, and experiences. Transnational and Borderland Studies in Mathematics Education is the first collection to offer research studies across these communities. Providing invaluable research on both sending and receiving communities in Mexico and the US, this collection considers the multiple aspects of childrens experiences with mathematics, including curriculum, classroom participation structures, mathematical reasoning and discourse-both in and out of school-and parents perceptions and beliefs about mathematics instruction. An important treatment of an insufficiently documented subject, this collection brings together researchers on both sides of the border to foster and support an interest in documenting evidence that will set the stage for future studies in mathematics education.

AB - Every year, significant numbers of immigrant children from Mexico enter classrooms in the United States. These immigrants comprise a heterogeneous group of students with diverse needs, abilities, and experiences. Transnational and Borderland Studies in Mathematics Education is the first collection to offer research studies across these communities. Providing invaluable research on both sending and receiving communities in Mexico and the US, this collection considers the multiple aspects of childrens experiences with mathematics, including curriculum, classroom participation structures, mathematical reasoning and discourse-both in and out of school-and parents perceptions and beliefs about mathematics instruction. An important treatment of an insufficiently documented subject, this collection brings together researchers on both sides of the border to foster and support an interest in documenting evidence that will set the stage for future studies in mathematics education.

UR - http://www.scopus.com/inward/record.url?scp=84920938488&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84920938488&partnerID=8YFLogxK

U2 - 10.4324/9780203840955

DO - 10.4324/9780203840955

M3 - Book

AN - SCOPUS:84920938488

SN - 9780203840955

BT - Transnational and Borderland studies in mathematics education

PB - Taylor and Francis

ER -