Ecological Approaches to Transnational Research on Mathematical Reasoning A Focus on Latino/a Mathematics Learners in the Borderlands

• Published in: Transnational and Borderland Studies in Mathematics Education pp. 1 - 22
• Main Author: Moschkovich, Judit
• Format: Book Chapter
• Language: English
• Published: United Kingdom Routledge 2011; Taylor & Francis Group
• Edition: 1
• Subjects: Educational: Mathematics & numeracy; Teaching of a specific subject; Ethnographic Stance; Practicing Mathematics Teachers; Ethnomathematical Perspective; Erent Settings; Reform Oriented Mathematics Instruction; Interim Research Texts; Structured English Immersion; Mathematical Activity; Mathematical Reasoning; Nondominant Communities; Transnational Populations; Mathematical Discourse Practice; High GPA; Mathematical Idea; Deficiency Models; Transnational Research; Post-implementation Phase; Sociomathematical Norms; SEB; Mathematical Practices; Naturalistic Paradigm; Ecological Approach; Hawaiian Children; Postimplementation Phase; Transnational Experiences
• ISBN: 9781138881143; 9780415880527; 1138881147; 0415880521
• DOI: 10.4324/9780203840955-1

Transnational experiences, especially with languages, are becoming increasingly relevant to understanding students' lives in the United States. In 2001, 4.5 million of K-12 students in public schools (9.3%) were labeled as English learners (Tafoya, 2002). Between 1979 and 2006 the number of school-age children (ages 5-17) who spoke a language other than English at home more than doubled, increasing from 3.8 million, 9% of the population, to 10.8 million, 20% of the population (Planty et al., 2008). The majority of English learners in the United States are Latinos/as. In 2006, about 72% of school age children (ages 5-17) who spoke a language other than English at home spoke Spanish (Planty et al., 2008). In some states the numbers are even greater. For example, in California, 25% (1.5 million) of the children in public school in 2001 were labeled English learners and 83% of those children spoke Spanish as their primary language (Tafoya, 2002).