An Ethnographic Case Study: The Co-Construction of Mathematical Knowledge in a 4th Grade Dual Language Classroom

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dc.contributor.advisorSolis, Jorge
dc.contributor.authorGonzales, Nancy C.
dc.contributor.committeeMemberLangman, Juliet
dc.contributor.committeeMemberFlores, Belinda
dc.contributor.committeeMemberSánchez, Patricia
dc.date.accessioned2024-02-09T21:57:10Z
dc.date.available2024-02-09T21:57:10Z
dc.date.issued2017
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractAccording to the National Center for Educational Statistics (NCES), the National Assessment of Educational Process (NAEP) revealed that there is an achievement gap in mathematics between English learners (ELs) and non-ELS (NCES, 2015). Across the U.S., the cultural and linguistic diversity in classrooms continues to grow. Equitable mathematics education that builds on students' culture and language may allow Latino emergent bilingual students to make more positive strides in mathematics. Teachers of Latino emergent bilingual students play an important role in preparing these students in mathematics. In this study I considered that a teacher's understanding of mathematics along with her language learning beliefs and classroom practices dictate what and how she will teach. This ethnographic, exploratory, qualitative study delved into how a 4th grade dual language teacher used her mathematical knowledge for teaching mathematics and language learning beliefs and language learning classroom practices in order to understand how she co-constructed mathematical knowledge alongside her Latino emergent bilingual students. Additionally, the students' funds of knowledge and previous home and school experiences were also examined to observe their participation in the co-construction of mathematical concepts.
dc.description.departmentBicultural-Bilingual Studies
dc.format.extent240 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781369776461
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3756
dc.languageen
dc.subjectDual Language
dc.subjectELLs
dc.subjectEmergent Bilingual Students
dc.subjectMathematics Education
dc.subjectTranslanguaging
dc.subject.classificationBilingual education
dc.titleAn Ethnographic Case Study: The Co-Construction of Mathematical Knowledge in a 4th Grade Dual Language Classroom
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentBicultural-Bilingual Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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