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Mathematics Socialization through Games: A Study of Bilingual Latinas/os in an After-School Context

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posted on 20.06.2014 by Alexander Radosavljevic
In this descriptive study, I examined the interactions and discursive tensions of Spanish/English bilingual third graders and adult facilitators in an after-school mathematics club as they played mathematical games. I mapped participants’ discursive and physical actions to the Common Core State Standards for Mathematical Practice to identify the potential for mathematical socialization through game activities. I found that participants engaged in several mathematical practices, including: breaking the problem into simpler versions; asking useful questions; communicating strategy with precision; evaluating peer solutions, explanations, and strategies; using counterexamples; and persistence in problem-solving.

History

Advisor

Razfar, Aria

Department

Education

Degree Grantor

University of Illinois at Chicago

Degree Level

Doctoral

Committee Member

Khisty, Lena Baldwin, John Martin, Danny B. Goncu, Artin

Submitted date

2014-05

Language

en

Issue date

20/06/2014

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