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

Fernando Mota Rodriguez Maria Saldivar Fernandez frodriguez@fjuhsd.k12.ca.us mfernandez@fjuhsd.k12.ca.us Isaura DeLeon ideleon@fjuhsd.k12.ca.us Buena Park High School Buena Park, CA TASEL-M – CSU Fullerton Presented at NCTM Atlanta, GA March 23, 2007

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

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  1. Fernando Mota Rodriguez Maria Saldivar Fernandez frodriguez@fjuhsd.k12.ca.usmfernandez@fjuhsd.k12.ca.us Isaura DeLeon ideleon@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 MEXICO: Mathematics, Equity, Exploration, Idiom, Confidence, Opportunity

  2. Foundation of Tenochtitlan • BIENVENIDOS

  3. 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

  4. Intro: Who We Are • Cultural Background • Where/What we teach • Where we come from

  5. Our families came from

  6. 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)

  7. 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.

  8. 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

  9. 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.

  10. Some Examples of Lessons

  11. 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

  12. 3 • riple Triple

  13. Abso ute va ue Valor absoluto

  14. Closing Remarks and Questions

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