CEMELA Research Symposium
January 16 & 17, 2009
Albuquerque, New Mexico
Latina/o Studentsí Beliefs About Mathematics, Learning Mathematics, and Their Sense Of Agency
How Principals at Predominantly Hispanic Schools Conceive of Their Leadership Roles in the Implementation of Reform Mathematics
January 18-20, 2008
Santa Cruz, California
Travel Information and Schedule
Guillermo Solano-Flores, PhD
David Pimm, PhD
Student Resistance in a Fifth-Grade Mathematics Class
The School Context and its Relation to Mathematics Achievement and English Language Heterogeneity among Latino Youth
Conversations around Mathematics Education with Latino Parents in Two Borderland Communities: The Influence of Two Contrasting Language Policies
Language, Mathematics and Teaching English Learners: Preservice Teachers' Responses on a High Stakes Performance Assessment
Acosta-Iriqui, J. Transnational and Borderland Research: Sonora-Arizona
Dumitrascu, G. "Lesson study: A Site for Teachers? Professional Growth and Use of Instructional Innovations in ELL Classrooms."
Kisunzu, P. Ross, K. & Gutiérrez, R. CEMELA Mathematics Classroom Observational Protocol (Pilot): A Focus on Language.
Lopez-Leiva, C. & Wiley, C. "Families Uncovering Community Resources for Strengthening Mathematics Skills."
Marshall, M. Mathematical Problem Solving and Discourse Development Among Spanish-Speaking Primary Grade Students.
Musanti, S. Language and Mathematics Problem Solving: Exploring the Complexities of Bilingual Teachers' Growth
Romero, R. "Equal Sign."
Trujillo, B. "Principals' Perceptions of their Roles in the Implementation of a Reform Mathematics Curriculum in Predominantly Latino Schools."
Zahner, W. & Moschkovich, J. The Organization of a Group Mathematics Discussion in a Middle School Classroom.
Vomvoridi-Ivanovic, E. "Latino/a Undergraduate Facilitator's Reflections on Language and Mathematics."