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• W1515320188 abstract "This paper outlines examples of children learning mathematics in a bilingual and culturally inclusive environment utilizing the lens of student identity as a way to understand the intersection of multiple factors affecting their learning. The research is situated in an afterschool setting located in a majority Latino/a school. Several studies highlight the importance of community knowledge, situating it on the same level as academic knowledge. Our findings indicate that the inclusion of community knowledge and use of home language are elements that mediate mathematics learning, particularly in the context of social justice mathematics. The study has implications for teachers who wish to create more inclusive and potentially transformative learning environments for all students. Objectives Schools in the United States are increasingly becoming locations where children from different cultures of origin and backgrounds come together. These multicultural contexts raise important challenges to professionals who work in educational settings, particularly in light of inequitable educational outcomes for marginalized populations. In this paper we address these challenges within the context of mathematics teaching and learning, in the hopes of uncovering how apparent “challenges” can be transformed into assets by creating learning environments in which they are valued and drawn upon. In particular we focus on the relationship between mathematics education, language, and culture through the lens of identity. With our research we seek to provide insight into what a linguistically and culturally inclusive learning environment might look like as well as to describe the impact of embedding mathematics learning within social justice mathematics. Theoretical Framework This research takes place in an after-school “math club” for fourth and fifth graders in a predominantly Latino/a (primarily of Mexican origin), border community. Our approach to the activities in the Math Club is grounded in our belief in education as a tool to transform exclusionary situations and to fight for social justice (Freire, 1998). To this end, many of the activities in this mathematics club have a social justice component. Our main goal is to analyze the teaching and learning of mathematics in this after-school setting, in order to identify strategies that provide learning opportunities to all students. In this particular setting, we analyze the relationships that exist between mathematics, language, culture, and social justice. We focus our analysis on student identity to attempt to understand the impact of an inclusive and transformative learning environment. Several authors emphasize the importance of considering identity in the form of narratives about persons in analyzing sociological and educational processes related to learning and teaching. A student’s evolving identity influences how they learn and how they make sense of mathematical ideas. Sfard and Prusak (2005) view “identity-making as a communicational practice” (p. 16), and therefore interaction would be a" @default.
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• W1515320188 date "2006-11-09" @default.
• W1515320188 modified "2023-09-24" @default.
• W1515320188 title "Children and adults talking and doing mathematics: A study of an after-school math club" @default.
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