K-8 Teachers' Concerns about Teaching Latino/a Students

Autor/inn/en	Anhalt, Cynthia Oropesa; Rodríguez Pérez, María Elena
Titel	K-8 Teachers' Concerns about Teaching Latino/a Students
Quelle	In: Journal of Urban Mathematics Education, 6 (2013) 2, S.42-61 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-2612
Schlagwörter	Elementary School Mathematics; Middle Schools; Secondary School Mathematics; Mathematics Teachers; Elementary School Teachers; Middle School Teachers; Teacher Surveys; Faculty Development; Student Diversity; Cultural Differences; Language Minorities; Social Influences; Hispanic American Students; Social Bias; Ethnic Stereotypes; Teaching Methods; Learning; Cultural Influences; Family Influence; Academic Ability; Student Characteristics; English Language Learners; Factor Analysis; Statistical Analysis; Arizona; California; New Mexico + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Middle school; Mittelschule; Mittelstufenschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Middle schools; Kultureller Unterschied; Sprachminderheit; Sozialer Einfluss; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; National stereotype; Nationales Stereotyp; Teaching method; Lehrmethode; Unterrichtsmethode; Lernen; Cultural influence; Kultureinfluss; Faktorenanalyse; Statistische Analyse; Kalifornien
Abstract	In this article, the authors examine elementary and middle school mathematics teachers' concerns about teaching Latino/a student populations across three regions in the United States: southern Arizona, northern New Mexico, and central California. Surveys were administered to 68 teachers who participated in professional development activities on language and culture diversity. Survey questions consisted of items from three domains: (a) concerns about social issues central to teaching Latino/a students, such as discrimination, multiculturalism, and stereo-types; (b) concerns about the task of teaching Latino/a students focusing on methods, strategies, materials, and new ideas for teaching; and (c) concerns about Latino/a students' learning, which dealt with factors that impact student performance in school, such as home environment, family culture, and expectations. In general, the authors found that the surveyed teachers were highly concerned with issues about teaching Latino/a students and their learning and were less concerned about social issues in teaching Latino/a students. (As Provided).
Anmerkungen	Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: jumeinfo@gsu.edu; Web site: http://ed-osprey.gsu.edu/ojs/index.php/jume
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01