Abstract
This paper draws on two research studies with similar theoretical backgrounds, in two different settings, Barcelona (Spain) and Tucson (USA). From a sociocultural perspective, the analysis of mathematics education in multilingual and multiethnic classrooms requires us to consider contexts, such as the family context, that have an influence on these classrooms and its participants. We focus on immigrant parents’ perspectives on their children’s mathematics education and we primarily discuss two topics: (1) their experiences with the teaching of mathematics, and (2) the role of language (native language and second language). The two topics are explored with reference to the immigrant students’ or their parents’ former educational systems (the “before”) and their current educational systems (the “now”). Parents and schools understand educational systems, classroom cultures and students’ attainment differently, as influenced by their sociocultural histories and contexts.
This chapter is a reprint of an article published in ZDM—The International Journal on Mathematics Education (2005) 37(2).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
All names are pseudonyms.
- 2.
Most of the quotes in this paper have been translated from Spanish; we have edited the language (taken out pauses and other characteristics of spoken language) since our main interest is in the content of what the parents have to say.
- 3.
Project MAPPS (Math and Parent Partnerships in the Southwest) is funded by the National Science Foundation (NSF) under grant—ESI-99-01275. The views expressed here are those of the authors and do not necessarily reflect the views of NSF.
- 4.
This research project was funded by the Ministerio de Ciencia y Tecnología (SEJ2004-02462).
References
Abrams, L., & Gibbs, J. T. (2002). Disrupting the logic of home-school relations, parent involvement strategies and practices of inclusion and exclusion. Urban Education, 37(3), 384–407.
Abreu, G., & Cline, T. (2003). Schooled mathematics and cultural knowledge. Pedagogy, Culture and Society, 11, 11–30.
Anhalt, C., Allexsaht-Snider, M., & Civil, M. (2002). Middle school mathematics classrooms: A place for Latino parents’ involvement. Journal of Latinos and Education, 1(4), 255–262.
Bratton, J., Quintos, B., & Civil, M. (2004). Collaboration between researchers and parents for the improvement of mathematics education. Paper presented at the 1st annual binational symposium of education researchers, Mexico City, Mexico, March.
Civil, M., & Andrade, R. (2003). Collaborative practice with parents: The role of researcher as mediator. In A. Peter-Koop, A. Begg, C. Breen, & V. Santos-Wagner (Eds.), Collaboration in teacher education: Working towards a common goal (pp. 153–168). Dordrecht: Kluwer.
Civil, M., & Planas, N. (2004). Participation in the mathematics classroom: Does every student have a voice? For the Learning of Mathematics, 24(1), 7–12.
Civil, M., & Quintos, B. (2002). Uncovering mothers’ perceptions about the teaching and learning of mathematics. Paper presented at the annual meeting of AERA, New Orleans, USA, April.
Civil, M., Quintos, B., & Bernier, E. (2003). Parents as observers in the mathematics classroom: Establishing a dialogue between school and community. Paper presented at annual conference of NCTM: Research Pre-session, San Antonio, USA, April.
García, S., & Guerra, P. (2004). Deconstructing deficit thinking: Working with educators to create more equitable learning environments. Education and Urban Society, 36(2), 150–168.
Garfinkel, H. (1984). Studies in ethnomethodology. Cambridge: Polity Press.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Khisty, L. L. (1997). Making mathematics accessible to Latino students: Rethinking instructional practice. In J. Trentacosta & M. Kenney (Eds.), Multicultural and gender equity in the mathematics classroom—The gift of diversity (pp. 92–101). Washington: NCTM (97th Yearbook).
Khisty, L. L., & Chval, K. (2002). Pedagogic discourse and equity in mathematics: When teachers’ talk matters. Mathematics Education Research Journal, 14(3), 154–168.
Lareau, A., & Horvat, E. (1999). Moments of social inclusion and exclusion race, class, and cultural capital in family-school relationships. Sociology of Education, 72(1), 37–53.
Merino, B., & Rumberger, R. (1999). Why ELD standards are needed for English learners. University of California Linguistic Minority Research Institute Newsletter, 8(3), 1.
Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4(2, 3), 189–212.
Planas, N. (2004). Análisis discursivo de interacciones sociales en un aula de matemáticas multiétnica. Revista de Educación, 334, 59–74.
Planas, N., & Gorgorió, N. (2004). Are different students expected to learn norms differently in the mathematics classroom? Mathematics Education Research Journal, 16(1), 19–40.
Reay, D. (1998). Cultural reproduction: Mothers’ involvement in their children’s primary schooling. In M. Grenfell & D. James (Eds.), Bourdieu and education: Acts of practical theory (pp. 55–71). Bristol: Falmer.
Ron, P. (1999). Spanish-English language issues in the mathematics classroom. In L. Ortiz-Franco, N. Hernández, & Y. de la Cruz (Eds.), Changing the face of mathematics: Perspectives on Latinos (pp. 23–33). Reston: NCTM.
Sheridan, T. E. (1995). Arizona: A history. Tucson: The University of Arizona Press.
Suárez-Orozco, C., & Suárez-Orozco, M. (2001). Children of immigration. Cambridge: Harvard University Press.
Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London, Ontario: The University of Western Ontario.
Zevenbergen, R. (2000). “Cracking the code” of mathematics classrooms: School success as a function of linguistic, social and cultural background. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 201–224). Westport: Ablex.
Zevenbergen, R. (2003). Ability grouping in mathematics classrooms: A Bourdieuian analysis. For the Learning of Mathematics, 23(3), 5–10.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Civil, M., Planas, N., Quintos, B. (2012). Immigrant Parents’ Perspectives on Their Children’s Mathematics Education. In: Forgasz, H., Rivera, F. (eds) Towards Equity in Mathematics Education. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-27702-3_24
Download citation
DOI: https://doi.org/10.1007/978-3-642-27702-3_24
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-27701-6
Online ISBN: 978-3-642-27702-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)