PI Publications

Selected Publications by CEMELA Principal Investigators

• Brenner, M. & Moschkovich, J. (Eds.). (2002). Everyday and academic mathematics in the classroom. Journal of Research in Mathematics Education Monograph, #11. Reston, VA: NCTM.
• Celedón-Pattichis, S. (in press). Research findings involving English language learners and implications for mathematics teachers. In M. F. Chappell (Ed.), Searching for solutions: A guide for empowering the beginning teacher of mathematics. Reston, VA: National Council of Teachers of Mathematics.
• Celedón-Pattichis, S. (2003). Constructing meaning: Think-aloud protocols of ELLs on English and Spanish word problems. Educators for Urban Minorities, 2(2), 74-90.
• Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir and P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom, 105-117. New York, NY: Teachers College Press. Earlier Version
• Civil, M. (2002). Culture and mathematics: A community approach. Journal of Intercultural Studies, 23(2), 133-148.
• Civil, M. & Andrade, R. (2003). Collaborative practice with parents: The role of researcher as mediator. In A. Peter-Koop, V. Santos-Wagner, C. Breen & A. Begg (Eds.), Collaboration in teacher education: Examples from the context of mathematics education (pp. 153-168). Boston, MA: Kluwer.
• Civil, M. & Andrade, R. (2002). Transitions between home and school mathematics: Rays of hope amidst the passing clouds. In G. de Abreu, A.J. Bishop, N.C. Presmeg (Eds.), Transitions between contexts of mathematical practices (pp. 149-169). Boston, MA: Kluwer.
• Civil, M. & Planas, N. (2004). Participation in the mathematics classroom: Does every student have a voice? For the Learning of Mathematics, 24(1), 7-12.
• Civil, M., Planas, N., & Quintos, B. (2005). Immigrant parents' perspectives on their children's mathematics. Zentralblatt für Didaktik der Mathematik, 37(2), 81-89.
• González, N., Andrade, R., Civil, M., & Moll, L.C. (2001). Bridging funds of distributed knowledge: Creating zones of practices in mathematics. Journal of Education for Students Placed at Risk, 6, 115-132.
• González, N., Moll, L., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum
• Khisty, L.L. (2001). Effective teachers of second language learners in mathematics. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, 3, (pp. 225-232). Utrecht, The Netherlands: The Freudenthal Institute, Utrecht University.
• Khisty, L.L. (1997). Making mathematics accessible to Latino students: Rethinking instructional practice. In J. Trentacosta and M. Kenney (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity, 97th yearbook of the National Council of Teachers of Mathematics (pp. 92-101). Reston, VA: NCTM
• Khisty, L. L. (1995). Making inequality: Issues of language and meanings in mathematics teaching with Hispanic students. In W. G. Secada, E. Fennema, & L.B. Adajian (Eds.), New directions for equity in mathematics education (pp. 279-298). NY: Cambridge University Press.
• Khisty, L. L. and Chval, K. (2002). Pedagogic discourse and equity in mathematics: When teachers' talk matters. Mathematics Education Research Journal, 14, 154-168.
• Khisty, L. L. & Viego, G. (1999). Challenging conventional wisdom: A case study. In L. Ortiz-Franco, N. Hernandez, & Y. De La Cruz (Eds.), Changing the faces of mathematics: Perspectives on Latinos and Latinas (pp.71-80). Washington, DC: National Council of Teachers of Mathematics.
• Kitchen, R.S. (2004). Challenges associated with developing discursive classrooms in high-poverty, rural schools. Mathematics Teacher, 97(1), 28-31.
• Kitchen, R.S. (2003). Getting real about mathematics education reform in high poverty communities. For the Learning of Mathematics, 23(3), 16-22.
• Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132-141.
• Moll, L. C., & Ruiz, R. (2002). The schooling of Latino students. In M. Suárez-Orozco & M. Páez (Eds.), Latinos: Remaking America (pp. 362-374). Berkeley, CA: University of California Press.
• Moschkovich, J. (2007). Beyond words to mathematical content: Assessing English learners in the mathematics classroom. In A. Schoenfeld (Ed.), Assessing mathematical proficiency. New York: Cambridge University Press.
• Moschkovich, J. (2007). Bilingual mathematics learners: How views of language, bilingual learners, and mathematical communication impact instruction. In N. Nassir and Cobb (Eds.), Improving Access to Mathematics: Diversity and Equity in the Classroom. New York: Teachers College Press.
• Moschkovich, J. (2007). Examining mathematical discourse practices. For the learning of Mathematics 27(1), 24-30.
• Moschkovich, J. (2007). Using two languages while learning mathematics. Educational Studies in Mathematics, 64(2).
• Moschkovich, J. N. (2002). A situated and sociocultural perspective on bilingual mathematics learners. In N. Nasir and P. Cobb (Eds.), Mathematical Thinking and Learning, Special Issue on Equity, 4(2&3), 189-212.
• Moschkovich, J.N. (2000). Learning mathematics in two languages: Moving from obstacles to resources. In W. G. Secada (Ed.), Changing the faces of mathematics: Perspectives on multiculturalism and gender equity (pp. 85-93). Reston, VA: National Council of Teachers of Mathematics
• Moschkovich, J.N. (1999) Supporting the participation of English language learners in mathematical discussions. For the Learning of Mathematics, 19(1), 11-19.
• Moschkovich, J.N. (1999). Understanding the needs of Latino students in reform-oriented mathematics classrooms. In L. Ortiz-Franco, N. Hernandez, & Y. De La Cruz (Eds.), Changing the faces of mathematics: Perspectives on Latinos and Latinas (pp. 5-12). Reston, VA: National Council of Teachers of Mathematics.
• Moschkovich, J. N. & Brenner, M. E. (2000). Integrating a naturalistic paradigm into research on mathematics and science cognition and learning. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 457-486). Mahwah, NJ: Lawrence Erlbaum.
• Rodriguez, A.J. & Kitchen, R.S. (Eds.). (2005). Preparing prospective mathematics and science teachers to teach for diversity: Promising strategies for transformative action. Mahwah, NJ: Lawrence Erlbaum Associates.
• Téllez, K., & Waxman, H. (2006). Preparing Quality Educators for English Language Learners: Research, Policy, and Practice. Mahweh, NJ: Lawrence Erlbaum Press.
• Téllez, K., & Waxman, H.C. (2006). A meta-synthesis of qualitative research on effective teaching practices for English Language Learners. In J.M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 245-277). Amsterdam: Johns Benjamin.
• Téllez, K. (2005). Preparing teachers for Latino children and youth. The High School Journal, 88(2), 43-54.
• Téllez, K. (2002). Multicultural education as subtext. Multicultural Perspectives, 4(2), 21-25.
• Téllez, K. (1999). Mexican-American student teachers and the intransigency of the elementary school curriculum. Teaching and Teacher Education, 15(5), 555-570.
• Téllez, K. (1998). Class placement of elementary school emerging bilingual students. Bilingual Research Journal, 22(2,3,& 4), 103-119.
• Téllez, K. & Estep, M. (1997). Latino youth gangs and the meaning of school. The High School Journal, 81(2), 69-72.