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dc.contributor.advisorRazfar, Ariaen_US
dc.contributor.authorRadosavljevic, Alexanderen_US
dc.date.accessioned2014-06-20T17:12:40Z
dc.date.available2014-06-20T17:12:40Z
dc.date.created2014-05en_US
dc.date.issued2014-06-20
dc.date.submitted2014-05en_US
dc.identifier.urihttp://hdl.handle.net/10027/18801
dc.description.abstractIn 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.en_US
dc.language.isoenen_US
dc.subjectMathematics Educationen_US
dc.subjectPlayen_US
dc.subjectAfter-schoolen_US
dc.subjectLanguageen_US
dc.titleMathematics Socialization through Games: A Study of Bilingual Latinas/os in an After-School Contexten_US
thesis.degree.departmentEducationen_US
thesis.degree.disciplineCurriculum and Instructionen_US
thesis.degree.grantorUniversity of Illinois at Chicagoen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePhD, Doctor of Philosophyen_US
dc.type.genrethesisen_US
dc.contributor.committeeMemberKhisty, Lenaen_US
dc.contributor.committeeMemberBaldwin, Johnen_US
dc.contributor.committeeMemberMartin, Danny B.en_US
dc.contributor.committeeMemberGoncu, Artinen_US
dc.type.materialtexten_US


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