Center for the Mathematics Education of Latinos/as
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CEMELA Publications

  • Acosta-Iriqui, J. (2011). Teachers' conceptions of mathematics and mathematics teaching and learning: The case of two elementary teachers in Northern Mexico. In R. Kitchen & M. Civil (Eds.), Transnational and borderland studies in mathematics education (pp. 161-185). New York, NY: Routledge.
  • Acosta-Iriqui, J., Civil, M., Díez-Palomar, J. Marshall, M., & Quintos, B. (in press). Conversations around mathematics education with Latino parents in two Borderland communities: The influence of two contrasting language policies. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos/as and mathematics education: Research on learning and teaching in classrooms and communities. Greenwich, CT: Information Age Publishing.
  • Anhalt, C. & Ondrus, M. (2011) Algebraic and Geometric Representations of Perimeter with Algebra Blocks: Professional Development for Teachers of Latino English Language Learners. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 195-214). Charlotte, NC: Information Age Publishing.
  • Anhalt, C., Ondrus, M., & Horak, G. (2007). Issues of language: Insights from middle school teachers' participation in a mathematics lesson in Chinese. Mathematics Teaching in the Middle School, 13(1), 18-23.
  • Anhalt, C., Fernandes, A., & Civil, M. (2007). Exploring latino students' understanding of measurement on NAEP items. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 677-680). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • Bunch, G., Aguirre, J., & Téllez, K. (in press). Integrating a Focus on Academic Language, English Learners, and Mathematics: Teacher Candidates' Responses on the Performance Assessment for California Teachers (PACT) New Educator.
  • Castellón, L., Burr, L. & Kitchen, R. (2011). English Language Learners' Conceptual Understanding of Fractions: An Interactive Interview Approach as a Means to Learn with Understanding. Téllez, K., Moschkovich, J.N., & Civil, M. (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 259-282). Charlotte, NC: Information Age Publishing.
  • Cavell, H. (2011) Student Resistance in a Fifth-Grade Mathematics Class. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 63-87). Charlotte, NC: Information Age Publishing.
  • Celedón-Pattichis, S., Musanti, S., & Marshall, M. (2010). Bilingual teachers' reflections on students' native language and culture to teach mathematics. In M. Foote (Ed.), Mathematics teaching and learning in K-12: Equity and professional development. New York, NY: Palgrave Mcmillan. (pp. 7-24)
  • Civil, M. (2006). Working towards equity in mathematics education: A focus on learners, teachers, and parents. In S. Alatorre, J.L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the Twenty Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, 30-50). Mérida, Mexico: Universidad Pedagógica Nacional.
  • Civil, M. (2009). A reflection of my work with Latino parents and mathematics. Teaching for Excellence and Equity in Mathematics, 1(1), 9-13.
  • Civil, M. (2011). Mathematics education, language policy, and English language learners. In W. F. Tate, K. D. King, &C. Rousseau Anderson (Eds.), Disrupting tradition: Research and practice pathways in mathematics education (pp. 77-91). Reston, VA: NCTM.
  • Civil, M. (in press). Mathematics teaching and learning of immigrant students: An overview of the research field across multiple settings. In B. Greer & O. Skovsmose (Eds.), Critique and politics of mathematics education. New York, NY: Routledge.
  • Civil, M., Díez-Palomar, J., Méndez-Gómez, J. M., & Acosta-Iriqui, J. (2008). Parents' interactions with their children when doing mathematics. Adults Learning Mathematics: An International Journal , 3(2a), 41-58.
  • Civil, M. & Menéndez, J. M. (2010). Involving Latino parents in their children's mathematics education. NCTM Research Brief.
  • Civil, M., & Menéndez, J. M. (2011). Impressions of Mexican immigrant families on their early experiences with school mathematics in Arizona. In R. Kitchen & M. Civil (Eds.), Transnational and borderland studies in mathematics education (pp. 47-68). New York, NY: Routledge.
  • Civil, M., & Planas, N. (2010). Latino/a immigrant parents' voices in mathematics education. In E. Grigorenko & R. Takanishi (Eds.), Immigration, diversity, and education (pp. 130-150). New York, NY: Routledge.
  • Civil, M. & Quintos, B. (2006). Engaging families in children's mathematical learning: Classroom visits with latina mothers. New Horizons for Learning Online Journal, XII(1).
  • Díez-Palomar, J., & Civil, M. (2007). El impacto de la migracion sobre el aprendizaje de las matemáticas en el contexto de unal ciudad fronteriza en el Suroeste de los Estados Unidos. Matematicalia.
  • Diez-Palomar, J., Menéndez, J.M., Civil, M., & Acosta-Iriqui, J. (2007). Latino families involvement in their children's mathematics education. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 690-693). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • Díez-Palomar, J., Menéndez, J. M., & Civil, M. (in press). Learning mathematics with adult learners: Drawing from parents' perspectives. Revista Latinoamericana de Investigación en Matemática Educativa (RELIME).
  • Díez-Palomar, J., Simic, K., & Varley, M. (2007). "Math is everywhere:" Connecting mathematics to students' lives. [Electronic version]. Journal of Mathematics and Culture, 1, 2.
  • Díez-Palomar, J., Simic-Muller, K., & Varley, M. (2007). El club de matemáticas. Una experiencia cultural de matemáticas de la vida cotidiana, para la diverisdad. UNO. Revista de didáctica de las matemáticas, 45.
  • Díez-Palomar, J., Varley, M., & Simic, K. (2006). Children and adults talking and doing mathematics: A study of an after-school math club. In S. Alatorre, J.L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the Twenty Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, 450-456). Mérida, Mexico: Universidad Pedagógica Nacional.
  • Domínguez, H. (2011) Situating Mexican Mothers' Dialogues in the Proximities of Contexts of Mathematical Practice. In K. Téllez , J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 89-123). Charlotte, NC: Information Age Publishing.
  • Domínguez, H. (2007). Creating a possible world with actual minds: Bilingual students and El Maga, a teacher-like cyber figure in a mathematics after-school program. Proceedings of the Second Socio-cultural Theory in Educational Research and Practice Conference: Theory, Identity and Learning. Manchester, England: September 10-11, 2007.
  • Esmonde, I. & Moschkovich, J. N. Editors. (in press). Equitable Access to Participation in Mathematical Discussions: Looking at Students' Discourse, Experiences, and Perspectives. Special Issue of The Canadian Journal for Science, Mathematics, and Technology Education. Introduction by I. Esmonde and J.N. Moschkovich.
  • Fernandes, A. (2007). A partnership between a middle school mathematics teacher and a university researcher centered on the content and teaching. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 773-779). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • Fernandes, A., Anhalt, C., & Civil, M. (2009). Mathematical interviews to assess Latino students. Teaching Children Mathematics, 16(3), 162-169.
  • Fernandes, A., Anhalt, C., & Civil, M. (2010). Going beyond 'Multiple Choice': Probing Mexican-American Students' Thinking and Communicating on Assessment Items in Measurement. In R.S. Kitchen, & E. Silver (Eds.), Assessing English language learners in mathematics [A Research Monograph of TODOS: Mathematics for All], 2(2), pp. 39-58. Washington, DC: National Education Association.
  • Kitchen, R., & Civil, M. (Eds.) (2011). Transnational and borderland studies in mathematics education. New York, NY: Routledge.
  • López Leiva, C. (2010, October). Juxtaposing mathematical identities: Same students with different contexts, perspectives, and languages. In P. Brosnan, P., & L. Flevares (Eds.) Proceedings of the the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 318-326). Columbus, OH: The Ohio State University.
  • Marshall, M., Musanti, S., & Celedón-Pattichis, S. (2007). Young latino students' learning in problem-based reform mathematics classrooms: Developing mathematical thinking and communication. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 499-501). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • McLeman Kondek, L., & Cavell, H. (2007). Two preservice elementary teachers' perceptions about their learning and understanding of fractions. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 1076-1078). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • McLeman Kondek, L. & Cavell, H. (In press, 2008). "Using children's work in a content course to support the development of preservice elementary teachers' mathematical knowledge for teaching fractions." Teaching Children Mathematics.
  • Menéndez. J. M., & Civil, M. (2008). Mathematics workshops for parents: An example of nonformal adult education. Adult Learning, 19 (3&4), 17-20.
  • Menéndez, J. M., Kondek McLeman, L., Musanti, S., & Kahn, L. (in press). Adapting instruction for Latina/o students: A collaborative study between teachers and researchers. Manuscript submitted to the 2012 NCTM Yearbook. Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All.
  • Menéndez, J. M., Díez-Palomar, J., & Civil, M. (2010). Pedagogical considerations for mathematics education for adult learners. In D. Coben & J. O'Donoghue (Eds), Adult Mathematics Education: Papers from Topic Study Group 8, ICME 11: 11TH International Congress on Mathematics Education . (pp. 28-39) Limerick, Ireland: NCE-MSTL.
  • Morales, Jr., H., Vomvoridi-Ivanovic, E., & Licón Khisty, L. (2011) A Case Study of Multigenerational Mathematics Participation in an After-School Setting: Capitalizing on Latinas/os Funds of Knowledge. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 175-193). Charlotte, NC: Information Age Publishing.
  • Mosqueda, E. (2011) Teacher Quality, Academic Tracking and the Mathematics Performance of Latino English Learners. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 315-339). Charlotte, NC: Information Age Publishing.
  • Musanti, S., Marshall, M., Ceballos, K., & Celedón-Pattichis, S. (2011). Situating mathematics professional development: A bilingual teacher and researchers' collaboration. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 215-232). Charlotte, NC: Information Age Publishing.
  • Pitvorec, K., Willey, C., & Licón Khisty, L. (2011). Toward a Framework of Principles for Ensuring Effective Mathematics Instruction for Bilingual Learners through Curricula. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping quality and equity in mathematics education (pp. 407-422). NY: Springer
  • Planas, N., & Civil, M. (2010). El aprendizaje matem‡tico de alumnos bilingŸes en Barcelona y en Tucson. [The mathematical learning of bilingual students in Barcelona and Tucson]. Quadrante: Revista de Investigação em Educação Matemática, XIX(1), 5-28.
  • Quintos, B., & Civil, M. (2008). Parental engagement in a classroom community of practice: Boundary practices as part of a culturally responsive pedagogy. Adults Learning Mathematics: An International Journal, 3(2a), 59-71.
  • Quintos, B., & Civil, M. with Torres, O. (in press). Mathematics learning with a vision of social justice: Using the lens of communities of practice. In K. Téllez, J. Moschkovich, & M. Civil (Eds.), Latinos/as and mathematics education: Research on learning and teaching in classrooms and communities. Greenwich, CT: Information Age Publishing.
  • Radosavljevic, A., & Willey, C. (2007, September). Play and Building Histories/Identities of Math Competencies for Latinos/as. Proceedings of the Second Socio-cultural Theory in Education Research and Practice Conference: Theory, Identity and Learning, Manchester University, UK.
  • Setati, M. & Moschkovich, J. N. (in press). Mathematics education and language diversity: A dialogue across settings. To appear in Journal for Research in Mathematics Education, Special Issue on Equity, June 2010, Volume 41, 4 - 10.
  • Simic-Muller, K., Varley Gutiérrez, M., & Gutiérrez, R. (In Press). Stand and Deliver: Twenty years later. In J. K. Sklar & E. S. Sklar (Eds.), Mathematics and Popular Culture. Jefferson, NC: McFarland Publishing.
  • Téllez, K., Moschkovich, J., & Civil, M. (Eds.) (in press). Latinos/as and mathematics: Research on learning and teaching in classrooms and communities. Charlotte, NC: Information Age Publishing.
  • Turner, E., Celedón-Pattichis, S., & Marshall, M. (in press). Cultural and linguistic resources to promote problem solving and mathematical discourse among Latino/a kindergarten students. TODOS Monograph.
  • Turner, E., Celedón-Pattichis, S., Marshall, M., & Tennison, A. (in press). Fíjense amorcitos, les voy a contar una historia: The Power of Story to Support Solving and Discussing Mathematical Problems with Latino\a Kindergarten Students. To appear in Mathematics For All: Strategies for Differentiating Instruction. Reston, VA: National Council of Teachers of Mathematics.
  • Turner, E., Gutiérrez, R., & Sutton, T. (In Press). Student participation in a problem solving oriented after school mathematics club: Connections to learning and identity. The Canadian Journal for Science, Mathematics, and Technology
  • Turner, E., Varley Gutiérrez, M., Simic-Muller, K., & Díez-Palomar, J. (2009). ''Everything is math in the whole world'': Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students. Mathematical Thinking and Learning 11(3), 136-157.
  • Turner, E., & Celedón-Pattichis, S. (2011). Problem solving and mathematical discourse among Latino/a kindergarten students: An analysis of opportunities to learn. Journal of Latinos and Education, 10(2), 1-24.
  • Turner, E., Varley Gutiérrez, M., & Gutiérrez, R. (In Press). “This project opened my eyes”: Pre-service elementary teachers learning to connect school, community and mathematics. In L. J. Spielman & J. Mistele (Eds.), Mathematics Education in the Public Interest: Preservice Teachers' Engagement with and Reframing of Mathematics. Charlotte, NC: Information Age Publishing.
  • Turner, E., Varley Gutiérrez, M., & Díez-Palomar, J. (2011) Latino/a Bilingual Elementary Students Pose and Investigate Problems Grounded in Community Settings. In K. Téllez , J. Moschkovich, & M. Civil (Eds.), Latinos and mathematics education: Research on learning and teaching in classrooms and communities (pp. 149-174). Charlotte, NC: Information Age Publishing.
  • Vomvoridi-Ivanovic, E., & Khisty, L. (2007). The multidimentionality of language in mathematics: The case of five prospective latino/a teachers. In Lamberg, T., & Wiest, L. R. (Eds.), Proceedings of the Twenty Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 3, 991-998). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
  • Zahner, W. & Moschkovich, J. N. (in press). Bilingual students using two languages during peer mathematics discussions: ¿Qué significa? Estudiantes bilingües usando dos idomas en sus discusiones matemáticas: What does it mean? In K. Téllez, J. Moschkovich, and M. Civil (Eds.), Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities (pp. 37-62). Charlotte, NC: Information Age Publishing
  • Zahner, W. & Moschkovich, J. (2010). Talking while computing in groups: The not-so private functions of computational private speech in mathematics discussions. Mind, Culture, & Activity, 17: 3, 265-283

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