Latinos/As and Mathematics Education

A volume in Research in Educational Diversity and ExcellenceSeries Editors Hersh C. Waxman and Yolanda N. Padrón Texas A&M UniversityThis book that explores the mathematics education of Latinos/as in 13 original research studies. Eachchapter represents research that grounds mathematics instruction for Latinos/as in the resources to be foundin culture and language. By inverting the deficit perspective this volume redresses the shortcomings foundin the previous literature on Latino/a learners. Each study frames language (e.g. bilingualism) not as anobstacle to learning but as a resource for mathematical reasoning. Other chapters explore the notion ofcultural variation not as a liability but as a tool for educators to build upon in the teaching of mathematics.Specifically the book reframes culture as a focus on the practices objects inscriptions or people thatconnect mathematical concepts to student thinking and experiences both in and out of school.The book's four sections divide the research: The first section of the book focuses on mathematic learning in classrooms specifically exploringbilingual Latino/a students; the second section explores Latino/a learners in communities including the role parents can play in advancing learning;the third section includes chapters focused on teacher professional growth; the final section concerns the assessment (and mis-assessment) of Latino/alearners. The research shared in this volume provides ample evidence that mathematics educators who choose to ignore language or culture in theirpedagogy risk shortchanging their Latino/a students.