Latinx Children and Culturally Relevant Fractions Lesson
Disciplines
Early Childhood Education
Abstract (300 words maximum)
This study aims to find differences in fractions understanding within Latinx children from Spanish speaking homes, and their ability to communicate their knowledge depending on language of instruction. Brittany Aguilar, an undergraduate elementary and early childhood education student and Dr. Paula Guerra, a professor of mathematics education, designed a study to uncover Latinx children (who speak some degree of Spanish at home) understanding of fractions when they are taught in English, Spanish, or a mix of both using culturally relevant materials. There is a growing number of students enrolling in U.S. public schools from Spanish speaking homes. In 2017, the NCES found that 27% of 50.7 million students in the country were Latinx (NCES, 2020). However, there is a large mathematics knowledge gap between Latinx students and their peers. Tellez, Moschkovich, and Civil (2011) claimed that the underperformance of Latinx students in school math is worrisome. In this study a group of rising third grade students participating in the Fast Start Academy coming from Spanish speaking homes were split into three groups to receive instruction in either Spanish, English, or a combination of both in alternating days. The lessons revolved around Georgia Standards of Excellence MGSE3.NF.1; MGSE3.NF.3; as well as focusing on the suggested Essential Questions: a) How are fractions used in problem-solving situations? b) How can I compare fractions? c) What relationships can I discover about fractions? (GaDOE, 2021), and included culturally relevant materials that aimed to include children’s backgrounds.[PG1] [BA2]
GaDOE. (2021). 3rd Math Unit 5 - Mathematics Georgia Standards of Excellence https://www.georgiastandards.org/Georgia-Standards/Pages/Math-K-5.aspx. Retrieved March 28, 2022, from https://www.georgiastandards.org/Georgia-Standards/Frameworks/3rd-Math-Unit-5.pdf
National Center for Education Statistics (2020). The Condition of Education 2020. Retrieved from https://nces.ed.gov/programs/coe/summary.asp
Téllez K., Moschkovich, J. N., & Civil, M. (2011). Latinos/as and mathematics education research on learning and teaching in classrooms and Communities. Information Age Pub.
Academic department under which the project should be listed
Bagwell College of Education
Primary Investigator (PI) Name
Paula Guerra
Additional Faculty
Dr. Sanjuana Rodriguez, Early and Elementary Childhood Education, srodri51@kennesaw.edu
Dr. Meghan Adams, Secondary and Middle Grades Education, madam104@kennesaw.edu
Dr. Amy Buddie, Office of Undergraduate Research, abuddie@kennesaw.edu
Latinx Children and Culturally Relevant Fractions Lesson
This study aims to find differences in fractions understanding within Latinx children from Spanish speaking homes, and their ability to communicate their knowledge depending on language of instruction. Brittany Aguilar, an undergraduate elementary and early childhood education student and Dr. Paula Guerra, a professor of mathematics education, designed a study to uncover Latinx children (who speak some degree of Spanish at home) understanding of fractions when they are taught in English, Spanish, or a mix of both using culturally relevant materials. There is a growing number of students enrolling in U.S. public schools from Spanish speaking homes. In 2017, the NCES found that 27% of 50.7 million students in the country were Latinx (NCES, 2020). However, there is a large mathematics knowledge gap between Latinx students and their peers. Tellez, Moschkovich, and Civil (2011) claimed that the underperformance of Latinx students in school math is worrisome. In this study a group of rising third grade students participating in the Fast Start Academy coming from Spanish speaking homes were split into three groups to receive instruction in either Spanish, English, or a combination of both in alternating days. The lessons revolved around Georgia Standards of Excellence MGSE3.NF.1; MGSE3.NF.3; as well as focusing on the suggested Essential Questions: a) How are fractions used in problem-solving situations? b) How can I compare fractions? c) What relationships can I discover about fractions? (GaDOE, 2021), and included culturally relevant materials that aimed to include children’s backgrounds.[PG1] [BA2]
GaDOE. (2021). 3rd Math Unit 5 - Mathematics Georgia Standards of Excellence https://www.georgiastandards.org/Georgia-Standards/Pages/Math-K-5.aspx. Retrieved March 28, 2022, from https://www.georgiastandards.org/Georgia-Standards/Frameworks/3rd-Math-Unit-5.pdf
National Center for Education Statistics (2020). The Condition of Education 2020. Retrieved from https://nces.ed.gov/programs/coe/summary.asp
Téllez K., Moschkovich, J. N., & Civil, M. (2011). Latinos/as and mathematics education research on learning and teaching in classrooms and Communities. Information Age Pub.