"Lo Hacen Tan Complicado": Bridging the Perspectives and Expectations of Mathematics Instruction of Latino Immigrant Parents

Autor/inn/en	Colegrove, Kiyomi Sánchez-Suzuki; Krause, Gladys Helena
Titel	"Lo Hacen Tan Complicado": Bridging the Perspectives and Expectations of Mathematics Instruction of Latino Immigrant Parents
Quelle	In: Bilingual Research Journal, 40 (2017) 2, S.187-204 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2017.1310679
Schlagwörter	Parent Participation; Immigrants; Hispanic American Students; Elementary School Students; Mathematics Instruction; Ethnography; Bilingualism; Video Technology; Cues; Teaching Methods; Parent Attitudes; Program Descriptions; Focus Groups; Spanish; English (Second Language); Cultural Differences; Family School Relationship; Second Language Learning; Interviews; Texas; California + Suchen Sie Ihr Suchwort? Elternmitwirkung; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Ethnografie; Bilingualismus; Stichwort; Teaching method; Lehrmethode; Unterrichtsmethode; Elternverhalten; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Kalifornien
Abstract	The purpose of this article is to counter widespread deficit discourses about Latino parental involvement in their children's education. In particular, we show Latino immigrant parents' views and understandings of curricular and pedagogical practices in elementary school, especially in mathematics. Using data from the Agency and Young Children project, a video-cued ethnographic study, we highlight voices of Latino immigrant parents that describe their understanding of, and attention to, differences in mathematics instruction between theirs and the American culture. Our work suggests the need to create a bridge for communication between home and school to better prepare bilingual students to face the educational challenges they experience, particularly during mathematics instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01