Abstract
In the article originally published in 2005 we addressed immigrant parents’ perspectives of the teaching of mathematics in two geographic contexts, Barcelona (Spain) and Tucson (USA). The article illuminates two specific aspects of marginalization of those who move to a new country with hopes of a better life, including education, for their children. Since then we have expanded upon our work in these two specific aspects—parents’ perceptions about the teaching and learning of mathematics and the role of language in mathematics instruction. We argue that these two issues are central to the marginalization of immigrant parents’ and therefore, their children in the area of mathematics education. Therefore it is critical for educators to understand and address these issues to improve the mathematics education of immigrant students.
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Notes
- 1.
CEMELA (Center for the Mathematics Education of Latinos/as) is funded by the National Science Foundation—ESI 0424983. The views expressed here are those of the authors and do not necessarily reflect the views of the funding agency.
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Civil, M., Planas, N., Quintos, B. (2012). Preface to “Immigrant Parents’ Perspectives on Their Children’s Mathematics Education”. In: Forgasz, H., Rivera, F. (eds) Towards Equity in Mathematics Education. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-27702-3_23
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