Abstract
In this paper we share how using culturally relevant mathematics lessons engage Latinx elementary school children with the content in more productive ways than traditional mathematics lessons. In addition to that, all lessons were taught bilingually by 2 pre-service teachers, and 1 math ed professor. From 2010 to 2020 the United States (US) Latinx population observed a 26% increase, accounting for about half of the total population growth (Pew report, 2023). An NCES report adds that the Latinx population in public elementary and secondary schools in the US in 2021 accounted for 28% of the total enrollment (NCES, 2023). About the challenges these children encounter in school, Reardon and Galindo (2009) state: “Compared to non-Hispanic White students, Hispanic students enter kindergarten with much lower average math and reading skills. The gaps narrow by roughly a third in the first 2 years of schooling but remain relatively stable for the next 4 years.” (pg. 853). We want to contribute to finding new ways to close that gap. After coding the recorded participation instances as on math topic, on context topic, or off topic, and analyzing interviews with the children, we found that Latinx children appreciated the lessons being taught bilingually. They were highly motivated to complete the mathematics problems, and even claimed they did not realize this was “math class”. Yet they showed success completing the problems which were all of higher cognitive demand.
Presenters
Paula GuerraProfessor, Department of Elementary and Early Childhood Education, Kennesaw State University, Georgia, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Mathematics, Culture, Latinx, Justice
