Document Type
Conference Proceeding
Publication Date
2018
Abstract
We propose a translanguaging stance in the bilingual mathematics classroom defined by four elements: (1) Con respeto for other people’s ideas, leading to positive intellectual relations, (2) Con cariño, a commitment to the learning of others, (3) Como familia, working for the good of the classroom collective and for the benefit of individuals, and (4) Con acompañamiento, where teachers actively do math with their students. We propose a focus for the bilingual mathematics classroom and emergent bilingual students that emphasizes the importance of rehumanizing mathematics classrooms for all students and valuing their full linguistic repertoires.
Recommended Citation
Maldonado, L., Krause, G., & Adams Corral, M. (2018). Theorizing a Translanguaging Stance: Envisioning an Empowering Participatory Mathematics Education Juntos con Emergent Bilingual Students. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: Clemson University and University of South Carolina.
Publication Title
Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Comments
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