Language-as-resource and language-as-political: tensions in the bilingual mathematics classroom

[1]  P. Gándara,et al.  Why Arizona matters: the historical, legal, and political contexts of Arizona’s instructional policies and U.S. linguistic hegemony , 2012 .

[2]  Marco Shappeck,et al.  Book review: Understanding culture and social identity as the key to success in mathematics. Na’ilah Suad Nasir and Paul Cobb (Eds.) (2007) Improving access to mathematics: diversity and equity in the classroom , 2012 .

[3]  M. Civil.  Mathematics Teaching and Learning of Immigrant Students , 2012 .

[4]  R. Barwell.  Heteroglossia in Multilingual Mathematics Classrooms , 2012 .

[5]  Mamokgethi Setati,et al.  Mathematics Education Across Two Language Contexts , 2012 .

[6]  M. Civil,et al.  Impressions of Mexican immigrant families on their early experiences with school m athematics in Arizona , 2012 .

[7]  Wolff-Michael Roth,et al.  Whose language is it?: Reflections on mathematics education and language diversity from two contexts , 2012 .

[8]  N. Chitera.  Language of learning and teaching in schools: an issue for research in mathematics teacher education? , 2011 .

[9]  R. Rogers.  An Introduction to Critical Discourse Analysis in Education , 2011 .

[10]  Erin E. Turner,et al.  Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn , 2011 .

[11]  Núria Planas.  Language identities in students’ writings about group work in their mathematics classroom , 2011 .

[12]  Robyn Jorgensen.  Language, Culture and Learning Mathematics: A Bourdieuian Analysis of Indigenous Learning , 2011 .

[13]  Eva Norén,et al.  Students’ mathematical identity formations in a Swedish multilingual mathematics classroom , 2011 .

[14]  Mary E. Marshall,et al.  Reflections on Language and Mathematics Problem Solving: A Case Study of a Bilingual First-Grade Teacher , 2009 .

[15]  M. Civil.  Mathematics Education, Language, and Culture: Ponderings From a Different Geographic Context , 2009 .

[16]  O. Skovsmose,et al.  Inter-viewing Foregrounds: Students' Motives for Learning in a Multicultural Setting , 2009 .

[17]  Richard Barwell,et al.  Multilingualism in mathematics classrooms : global perspectives , 2009 .

[18]  Jill Adler,et al.  Teaching Mathematics in Multilingual Classrooms , 2008 .

[19]  Noel Enyedy,et al.  Revoicing in a Multilingual Classroom , 2008 .

[20]  Núria Planas.  The discursive construction of learning in a multiethnic school: perspectives from non‐immigrant students , 2007 .

[21]  Candia Morgan.  Who is not multilingual now? , 2006 .

[22]  Judit N. Moschkovich,et al.  Using Two Languages When Learning Mathematics , 2006 .

[23]  Mamokgethi Setati,et al.  ACCESS TO MATHEMATICS VERSUS ACCESS TO THE LANGUAGE OF POWER , 2006 .

[24]  Eugene E. García,et al.  Revisiting the Bilingual Debate From the Perspectives of Parents: Policy, Practice, and Matches or Mismatches , 2005 .

[25]  Mamokgethi Setati,et al.  Teaching Mathematics in a Primary Multilingual Classroom , 2005 .

[26]  David Bloome,et al.  Discourse Analysis and the Study of Classroom Language and Literacy Events: A Microethnographic Perspective , 2004 .

[27]  James Paul Gee,et al.  Discourse Analysis: What Makes It Critical? , 2004 .

[28]  E. Gutstein.  Teaching and Learning Mathematics for Social Justice in an Urban, Latino School , 2003 .

[29]  Kathryn B. Chval,et al.  Pedagogic discourse and equity in mathematics: When teachers’ talk matters , 2002 .

[30]  Judit N. Moschkovich,et al.  A Situated and Sociocultural Perspective on Bilingual Mathematics Learners , 2002 .

[31]  Daniel G. Solorzano,et al.  Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars , 1998 .

[32]  Guadalupe Valdés,et al.  Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students , 1997 .

[33]  A. Strauss,et al.  Grounded Theory in Practice , 1997 .

[34]  Richard S. Ruiz.  Orientations in language planning , 1984 .

[35]  C. Brodsky.  The Discovery of Grounded Theory: Strategies for Qualitative Research , 1968 .