LEADER 04623oam 2200721I 450 001 9910465563103321 005 20200520144314.0 010 $a1-283-54617-5 010 $a9786613858627 010 $a1-136-89520-5 010 $a0-203-84095-X 024 7 $a10.4324/9780203840955 035 $a(CKB)2560000000089391 035 $a(EBL)995718 035 $a(OCoLC)806957052 035 $a(SSID)ssj0000701999 035 $a(PQKBManifestationID)11470875 035 $a(PQKBTitleCode)TC0000701999 035 $a(PQKBWorkID)10676852 035 $a(PQKB)11656875 035 $a(MiAaPQ)EBC995718 035 $a(Au-PeEL)EBL995718 035 $a(CaPaEBR)ebr10592847 035 $a(CaONFJC)MIL385862 035 $a(EXLCZ)992560000000089391 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTransnational and borderland studies in mathematics education /$fedited by Richard S. Kitchen, Marta Civil 210 1$aNew York :$cRoutledge,$d2011. 215 $a1 online resource (233 p.) 225 0 $aStudies in mathematical thinking and learning 300 $aDescription based upon print version of record. 311 $a1-138-88114-7 311 $a0-415-88052-1 320 $aIncludes bibliographical references and index. 327 $aTransnational and Borderland Studies in Mathematics Education; Copyright; Contents; Acknowledgments; Preface; 1 Ecological Approaches To Transnational Research On Mathematical Reasoning: A Focus On Latino/A Mathematics Learners In The Borderlands; 2 Crossing The Border Between Home And School: Dominican Parents' Perspectives On The Teaching And Learning Of Mathematics to Support Cultural Connections, Multiple Mathematical Identities, and Engagement; 3 Impressions Of Mexican Immigrant Families On Their Early Experiences With School Mathematics In Arizona 327 $a4 Becoming A "Liberal" Math Learner: Expanding Secondary School Mathematics To Support Cultural Connections, Multiple Mathematical Identities, And Engagement5 Engaging Underprivileged Mexican Students In Reformoriented Mathematics Instruction; 6 Considering Mexican And U.S. Teachers' Views On The Teaching And Learning Of Mathematics Through A Teaching For Diversity Lens; 7 Teachers' Task Management Practices In The Context Of Routine And Nonroutine Mathematics Problems: A Descriptive Analysis 327 $a8 Teachers' Conceptions Of Mathematics And Mathematics Teaching And Learning: The Case Of Two Elementary Teachers In Northern Mexico9 Looking Forward: Establishing A Research Agenda For Transnational And Borderland Studies In Mathematics Education; Epilogue; Index 330 $a"Every year, significant numbers of immigrant children from Mexico enter classrooms in the United States. These immigrants comprise a heterogeneous group of students with diverse needs, abilities, and experiences. Transnational and Borderland Studies in Mathematics Education is the first collection to offer research studies across these communities. Providing invaluable research on both sending and receiving communities in Mexico and the U.S, this collection considers the multiple aspects of children's experiences with mathematics, including curriculum, classroom participation structures, mathematical reasoning and discourse---both in and out of school---and parents' perceptions and beliefs about mathematics instruction. An important treatment of an insufficiently documented subject, this collection brings together researchers on both sides of the border to foster and support an interest in documenting evidence that will set the stage for future studies in mathematics education"--$cProvided by publisher. 410 0$aStudies in Mathematical Thinking and Learning Series 606 $aMathematics$xStudy and teaching$zUnited States 606 $aEnglish language$xStudy and teaching$xForeign speakers 606 $aImmigrants$xEducation$zUnited States 606 $aMexicans$xEducation$zUnited States 608 $aElectronic books. 615 0$aMathematics$xStudy and teaching 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 615 0$aImmigrants$xEducation 615 0$aMexicans$xEducation 676 $a510.71073 701 $aCivil$b Marta$0942801 701 $aKitchen$b Richard S$0942802 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465563103321 996 $aTransnational and borderland studies in mathematics education$92127557 997 $aUNINA