Fifth grade latino english learners as mathematics problem solvers with cultural considerations for teachers
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Authors
Senter, Laurie K.
Issue Date
2005
Type
Thesis
Language
en
Keywords
Teaching
Alternative Title
Abstract
Nine fifth grade students, first and second-generation Latino immigrants to the United States who are learning English as a second language, demonstrate how they approach and solve mathematics word problems in this qualitative action research study. Students who are English Learners (ELs), who speak Spanish as their first language, are an increasing part of the public school population in California (Tafoya, 2002). A significant gap in achievement exists between these students and their White peers on annual standardized tests (Education Trust, 2003). Recommendations for an effective pedagogy for teaching mathematical problem solving to Latino students who are learning English are described and considered when student written and oral problem solving work is analyzed.
This action research project included student self-assessments, audio-recorded small group problem solving conversations, individual interviews, and reflections on an ethnomathematics Mayan number lesson. Student-conducted, parent interviews reported parents' everyday math use and memories of mathematics education in their countries of origin: Mexico and El Salvador. A cultural interview with a female adult immigrant regarding culture and education in Mexico and the United States was included.
Data was analyzed for: 1) individualistic vs. collectivist cultural norms, 2) English mathematical problem solving language (Ron, 1999) and 3) mathematical misconceptions. Reflections on ethnomathematical pedagogy and subject matter are included, based on student reflections following a lesson on Mayan number systems.