Latinos/As and Mathematics Education

A volume in Research in Educational Diversity and Excellence
Series Editors Hersh C. Waxman and Yolanda N. Padrón, Texas A&M University
This book that explores the mathematics education of Latinos/as in 13 original research studies. Each
chapter represents research that grounds mathematics instruction for Latinos/as in the resources to be found
in culture and language. By inverting the deficit perspective, this volume redresses the shortcomings found
in the previous literature on Latino/a learners. Each study frames language (e.g. bilingualism) not as an
obstacle to learning, but as a resource for mathematical reasoning. Other chapters explore the notion of
cultural variation not as a liability but as a tool for educators to build upon in the teaching of mathematics.
Specifically, the book reframes culture as a focus on the practices, objects, inscriptions, or people that
connect mathematical concepts to student thinking and experiences, both in and out of school.
The book's four sections divide the research: The first section of the book focuses on mathematic learning in classrooms, specifically exploring
bilingual, Latino/a students; the second section explores Latino/a learners in communities, including the role parents can play in advancing learning;
the third section includes chapters focused on teacher professional growth; the final section concerns the assessment (and mis-assessment) of Latino/a
learners. The research shared in this volume provides ample evidence that mathematics educators who choose to ignore language or culture in their
pedagogy risk shortchanging their Latino/a students.