Mathematics has been a gatekeeper especially for diverse students (Martin, Gholson & Leonard, 2010). The implications of an increasingly diverse school population calls for the development of culturally and linguistically responsive materials, including support materials for mathematics in Spanish. Teachers of mathematics in the United States have limited resources available to them in Spanish to support bridging mathematics content and practices for English Learners (Moschkovich, 2013). The CCSS-M requires deep conceptual understanding in order for students to be successful in their formal K-12 education. Students, whose home language is other than English, need support and opportunities to success in mathematics classrooms. According to Wright (2010), a practice that could support these students is to learn new conceptual ideas in one’s native language and then in English. Also, literature indicates the need of rich contexts to support learning content reducing cognitive demands due to language (Khisty, 1995). Educational games/animations could provide context for mathematics learning.
This document was originally published in Proceedings: Thirty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education by International Group for the Psychology of Mathematics Education. Copyright restrictions may apply.
Morales, Sara; Uribe-Flórez, Lida J.; Trujillo, Karen; and Wiburg, Karin. (2016). "Teachers’ Perceptions About Math Snacks Spanish Materials". Proceedings: Thirty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 444.