Conversations between Preservice Teachers and Latina Mothers: An Avenue to Transformative Mathematics Teaching

Autor/inn/en	Stoehr, Kathleen Jablon; Civil, Marta
Titel	Conversations between Preservice Teachers and Latina Mothers: An Avenue to Transformative Mathematics Teaching
Quelle	In: Journal of Latinos and Education, 21 (2022) 4, S.366-378 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2019.1653300
Schlagwörter	Transformative Learning; Mathematics Instruction; Mother Attitudes; Hispanic American Students; Cultural Background; Knowledge Level; Culturally Relevant Education; Teacher Student Relationship; Cultural Differences; Preservice Teachers; Parent Teacher Cooperation; Teacher Education Programs; Lesson Plans; Informal Education; Elementary School Teachers; Student Attitudes; English Language Learners; Spanish Speaking; Low Income Students + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Mathematics lessons; Mathematikunterricht; Mutterliebe; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Wissensbasis; Teacher student relationships; Lehrer-Schüler-Beziehung; Kultureller Unterschied; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lesson planning; Unterrichtsplanung; Informelle Bildung; Nichtformale Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten
Abstract	Mathematics education researchers agree that students' mathematical learning can be positively impacted by making connections to their out of school experiences through a funds of knowledge lens. This is especially important for diverse students whose experiences are often underrepresented in school curricula. Making these connections can be challenging for teachers whose experiences often differ from their students. We examine how conversations between preservice teachers and Latina mothers influenced the teachers' creation of a mathematics lesson that connected to students' out of school experiences. Findings suggest the importance of offering preservice teachers opportunities to learn from parents about their children's out of school experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01