MEXICO: Mathematics, Equity, Exploration, Idiom, Confidence, Opportunity

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MEXICO Mathematics, Equity, Exploration, Idiom,
Confidence, Opportunity

• Fernando Mota Rodriguez Maria Saldivar
  Fernandez
• frodriguez_at_fjuhsd.k12.ca.us
  mfernandez_at_fjuhsd.k12.ca.us
• Isaura DeLeon
• ideleon_at_fjuhsd.k12.ca.us
• Buena Park High School
• Buena Park, CA
• TASEL-M CSU Fullerton
• Presented at NCTM
• Atlanta, GA
• March 23, 2007
• http//taselm.fullerton.edu

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Foundation of Tenochtitlan

• BIENVENIDOS

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Outline of Presentation

• Welcome
• Introductions
• Who we are
• Latino homes and parents
• Latino and US schools
• Lessons and characteristics
• Examples of Lessons
• Recommendations
• Closing Remarks Questions

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Intro Who We Are

• Cultural Background
• Where/What we teach
• Where we come from

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Our families came from
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Latino Homes and Parents

• Kids may be expected to work and contribute
  economically to the family
• Kids may be expected to take care of younger
  siblings
• Kids may not be expected to attend college
• And if they attend college, they will be the
  first generation
• Kids may not have appropriate conditions to study
  (either room, materials, light, quiet)

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Latinos in US schools

• Curriculum centralized in other countries
• Struggle with two languages plus subject areas
• Behavior and expectations in the classrooms are
  different
• Addressing the teacher is different Mr./Mrs./Ms.
  versus maestro/maestra
• Some algorithms may be different
  (division/Multiplication)
• Placement may be based on age not on ability
• Grading is different. In Mexico, they use a
  scale 0-10, while in the US, we use a 1-4 scale.

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Lessons and Characteristics

• Bilingual
• Parents can get involved either by helping or by
  learning
• Immediate translation
• Students feel valued (teachers translation)
• Target one language students
• Students polish their Spanish math skills
• Parents polish their English math skills

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Lessons and Characteristics

• Short Parents need little time at home to study
  them
• Convenient they can be used at several points of
  a class
• Provide equity for all
• Spanish-speaking teachers can benefit from
  learning correct terminology in Spanish.

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• Some Examples of Lessons

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Recommendations

• Find out about the correct way to pronounce
  students names
• Mark in a map where students come from
• Learn about their schooling, textbooks
• Learn about their algorithms
• Use math graffiti

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3 riple
Triple
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Abso ute va ue

Valor absoluto
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(No Transcript)
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• Closing Remarks and Questions