Publicaciones

Publicaciones seleccionadas de los Investigadores Principales de CEMELA:

• 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.
• 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.
• 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.
• 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.
• Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34, 37-73.
• Gutstein, E., Lipman, P., Hernandez, P., & de los Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education, 28(2), 26-37.
• 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.& 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.
• Khisty, L. L. and Chval, K. (2002). Pedagogic discourse and equity in mathematics: When teachers' talk matters. Mathematics Education Research Journal, 14, 154-168.
• 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. N. (2002). A situated and sociocultural perspective on bilingual mathematics learners. In N. Nassir, and P. Cobb (Eds.), Mathematical Thinking and Learning, Special issue on Equity, 4(2&3), 189-212.
• Moschkovich, J.N. (1999) Supporting the participation of English language learners in mathematical discussions. For the Learning of Mathematics, 19(1), 11-19.
• Rodriguez, A.J. & Kitchen, R.S. (Editors) (2005). Preparing Prospective Mathematics and Science Teachers to Teach for Diversity: Promising Strategies for Transformative Action. Mahwah, NJ: Lawrence Erlbaum Associates.