It is crucial for teachers to view families as essential contributors to their children’s mathematics learning, especially for students whose experiences are often underrepresented in school curricula. To study this phenomenon, qualitative data was gathered from 12 bilingual preservice teachers as they engaged in an authentic and challenging mathematics task with families. We examined what preservice teachers attended to, while engaging in the task with families, and how they believed this experience might shape their future mathematics teaching. Findings from interviews, reflections, and teacher questionnaires suggest the possibilities of teacher learning about the rich mathematics knowledge that marginalized families possess.
AnhaltC. O.Rodríguez-PérezM. E. (2013). K–8 teachers’ concerns about teaching Latino/a students. Journal of Urban Mathematics Education, 6(2), 42–61. https://doi.org/10.21423/jume-v6i2
3.
ArceJ. (2004). Latino bilingual teachers: The struggle to sustain an emancipatory pedagogy in public schools. International Journal of Qualitative Studies in Education, 17(2), 227–246. https://doi.org/10.1080/09518390310001653880
4.
BallA. F.TysonC. A. (2011). Preparing teachers for diversity in the twenty-first century. In BallA.TysonC. (Eds.), Studying diversity in teacher education (pp. 399–416). Rowman & Littlefield Publishers.
5.
BallD. (2016). Uncovering the special mathematical work of teaching. In Proceedings of the 13th international congress on mathematical education, Hamburg, Germany, 24–31 July 2016.
6.
BallD.ThamesM.PhelpsG. (2008). Content knowledge for teaching: What makes it special?Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
7.
BartellT. G.FooteM. Q.AguirreJ. M.Roth McDuffieA.DrakeC.TurnerE. E. (2010). Preparing preK-8 teachers to connect children’s mathematical thinking and community based funds of knowledge. In Proceedings of the thirty-second annual meeting of the North American chapter of the international group for the psychology of mathematics education. The Ohio State University.
8.
BartelsS.EskowK. (2010). Training school professionals to engage families: A pilot university/state department of education partnership. School Community Journal, 20(2), 45–71. https://eric.ed.gov/?id=EJ908209.
9.
BeilockS.GundersonE.RamirezG.LevineS. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences of the United States of America, 107(5), 1860–1863. https://doi.org/10.1073/pnas.0910967107
10.
BergmanD. (2013). Comparing the effects of suburban and urban field placements on teacher candidates’ experiences and perceptions of family engagement in middle and high schools. School Community Journal, 23(2), 87–112. https://eric.ed.gov/?id=EJ1028838.
11.
BogdanR.BiklenS. K. (2006). Qualitative research for education: An introduction to theory and methods (5th ed.). Pearson.
12.
BravoM. A.MosquedaE.SolísJ. L.Stoddart (2014). Integrating science and diversity education: A model of pre-service elementary teacher preparation. Journal of Science Teacher Education, 43(5), 1–15. https://www.tandfonline.com/doi/full/10.1007/s10972-013-9374-8.
13.
BriceñoA.Rodriguez-MojicaC.Muñoz-MuñozE. (2018). From English learner to Spanish learner: Raciolinguistic beliefs that influence heritage Spanish speaking teacher candidates. Language and Education, 32(3), 212–226. https://doi.org/10.1080/09500782.2018
14.
BritoI.LimaA.AuerbachE. (2004). The logic of non-standard teaching: A course in Cape Verdean language, culture and history. In NortonB.TooheyK. (Eds.), Critical pedagogies and language learning (pp. 181–199). Cambridge University Press.
15.
Carrillo-YanezJ.ClimentN.MontesM.ContrerasL.Flores-MedranoE.Escudero-AvilaD.VascoD.RojasN.FloresP.Aguilar-GonzalezA.RibeiroM.Munoz-CatalanM. (2018). The mathematics teacher’s specialised knowledge (MTSK) model. Research in Mathematics Education, 20(3), 236–253. https://doi.org/10.1080/14794802.2018.1479981
CavanaghM.McMasterH. (2017). A specialist professional experience learning community for primary pre-service teachers focussed on mathematical problem solving. Mathematics Teacher Education and Development, 19(1), 47–65. https://eric.ed.gov/?id=ej1152711.
18.
CivilM. (2007). Building on community knowledge: An avenue to equity in mathematics education. In NasirN. S.CobbP. (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105–117). Teachers College Press.
19.
CivilM.AndradeR. (2003). Collaborative practice with parents: The role of the researcher as mediator. In Peter-KoopA.Santos-WagnerV.BreenC.BeggA. (Eds.), Collaboration in teacher education: Examples from the context of mathematics education (pp. 153–168). Kluwer.
20.
CivilM.KahnL. (2001). Mathematics instruction developed from a garden theme. Teaching Children Mathematics, 7(7), 400–405. https://doi.org/10.5951/tcm.7.7.0400
21.
CivilM.StoehrK. J.SalazarF. (2020). Learning with and from immigrant mothers: Implications for adult numeracy. ZDM Mathematics Education, 52(3), 489–500. https://doi.org/10.1007/s11858-019-01076-2
22.
ColegroveK.KrauseG. (2017). “Lo hacen tan complicado”: Bridging the perspectives and expectations of mathematics instruction of Latino immigrant parents. Bilingual Research Journal, 40(2), 187–204. https://doi.org/10.1080/15235882.2017.1310679
23.
Crawford-GarrettK. (2020). “It had to work for me as well.” Neoliberal subjectivities and individual advantage in teach first New Zealand. Teacher Education Quarterly, 47(2), 38–63. https://www.jstor.org/stable/e26912661.
24.
Delgado GaitanC. (2012). Culture, literacy, and power in family–community–school–relationships. Theory Into Practice, 51(4), 305–311. https://doi.org/10.1080/00405841.2012.726060
25.
DowneyJ.CobbsG. (2007). “I actually learned a lot from this”: A field assignment to prepare future preservice math teachers for culturally diverse classrooms. School Science & Mathematics, 107(1), 391–403. https://doi.org/10.1111/j.1949-8594.2007.tb17762.x
26.
EpsteinJ.SandersM.SheldonS.Clark SimonB.SalinasK.Rodriguez JansornN.VanVoorhisF.MartinC.ThomasB.GreenfeldM.HutchinsD.WilliamsK. (2019). School, family, and community partnerships: Your handbook for action (4th ed.). Corwin.
27.
FernandesA.CivilM.CraveyA.DeGuzmánM. (2017). Educating to empower Latina/os in mathematics in the New South. In PortesP.SalasS. (Eds.), Latinization and K-12 communities: National perspectives on regional change (pp. 67–88). SUNY Press.
28.
FooteM.Roth McDuffieA.TurnerE.AguirreJ.BartellT.DrakeC. (2013). Orientations of prospective teachers towards students’ families and community. Teaching and Teacher Education, 35(2), 126–136. https://doi.org/10.1016/j.tate.2013.06.003
29.
Hoover-DempseyK. V.WalkerJ. M.JonesK. P.ReedR. P. (2002). Teachers involving parents (TIP): Results of an in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18(7), 843–867. https://doi.org/10.1016/s0742-051x(02)00047-1
30.
Jiménez-CastellanosO.OchoaA. M.OlivosE. M. (2016). Operationalizing transformative parent engagement in Latino school communities: A case study. Journal of Latino-Latin American Studies, 8(1), 93–107. https://doi.org/10.18085/1549-9502-8.1.93
31.
KelleyT. (2020). Examining pre-service elementary mathematics teacher perceptions of parent engagement through a funds of knowledge lens. Teaching and Teacher Education, 91(1), 1–14. https://doi.org/10.1016/j.tate.2020.103057
32.
LeonardJ. (2008). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. Routledge.
33.
López LeivaC. A.Vomvoridi-IvanovicE.WilleyC. J. (2019). Latinx bilingual prospective teachers renegotiate language communities in mathematics teaching Practices. Journal of Latinos and Education, 21(1), 2–23. https://doi.org/10.1080/15348431.2019.1612396
34.
MaxwellJ. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Sage.
35.
MistrettaR. (2017). Conversations with family members about math. School Community Journal, 27(1), 181–200. https://eric.ed.gov/?id=EJ1146479.
36.
MollL.AmantiC.NeffD.GonzálezN. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
37.
OlivosE. M. (2006). The power of parents: A critical perspective of bicultural parent involvement in public schools. Peter Lang.
38.
PutmanM.CashA.PollyD. (2022). Examining the impact of an embedded, multisemester internship on teacher education candidates’ teacher self-efficacy. Teacher Education Quarterly, 49(4), 28–48. https://www.jstor.org/stable/27185782.
39.
Rodriguez-MojicaC.BriceñoA. (2019). Critical consciousness in bilingual teacher preparation for emancipatory biliteracy. Bilingual Review/Revista Bilingüe, 34(1), 1–21. https://www.jstor.org/stable/48806892.
40.
Rodriguez-MojicaC.BriceñoA.Muñoz-MuñozE. (2019). Combating linguistic hegemony: Preparing and sustaining bilingual teacher educators in the United States. Teacher Education Quarterly, 46(3), 57–78. https://www.jstor.org/stable/26746050.
41.
SawyerA. (2022). The delayed influence of a teacher education program: A longitudinal study of elementary mathematics teachers’ belief development. Teacher Education Quarterly, 49(4), 72–94. https://www.jstor.org/stable/27185784.
42.
ScheinerT.MontesM.GodinoJ.CarrilloJ.Pino-FanL. (2017). What makes mathematics teacher knowledge specialized? Offering alternative views. International Journal of Science and Mathematics Education, 17(1), 153–172. https://doi.org/10.1007/s10763-017-9859-6
StoehrK.CivilM. (2019). Conversations between preservice teachers and Latina mothers: An avenue to transformative mathematics teaching. Journal of Latinos and Education, 21(4), 1–13. https://doi.org/10.1080/15348431.2019.1653300
45.
StoehrK.OlsonA. (2021). Elementary preservice teachers’ visions of moving beyond mathematics anxiety. Mathematics Education Research Journal, 35(5), 1–20. https://doi.org/10.1007/s13394-021-00379-6
46.
StoehrK.SalazarF.CivilM. (2022). The power of mothers and teachers engaging in a mathematics bilingual collaboration. Teachers College Record: The Voice of Scholarship in Education, 124(5), 30–48. https://doi.org/10.1177/01614681221103947
47.
TakeuchiM. (2018). Power and identity in immigrant parents’ involvement in early years mathematics learning. Educational Studies in Mathematics, 97(1), 39–53. https://doi.org/10.1007/s10649-017-9781-4
48.
TaylorE. V. (2012). Supporting children’s mathematical understanding: Professional development focused on out-of-school practices. Journal of Mathematics Teacher Education, 15(4), 271–291. https://doi.org/10.1007/s10857-011-9187-7
49.
TurnerE.DrakeC.Roth McDuffieA.AguirreJ.BartellT.FooteM. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15(1), 67–82. https://doi.org/10.1007/s10857-011-9196-6
50.
Vélez-IbáñezC.GreenbergJ. (2005). Formation and transformation of funds of knowledge. In GonzálezN.MollL.AmantiC. (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 47–69). Routledge.
51.
VygotskyL. S. (1978). In ColeM.John-SteinerV.ScribnerS.SoubermanE. (Eds.), Mind in society: The development of higher psychological processes, trans (pp. 1–159). Harvard University Press.
52.
WagerA. A. (2012). Incorporating out-of-school mathematics: From cultural context to embedded practice. Journal of Mathematics Teacher Education, 15(1), 9–23. https://doi.org/10.1007/s10857-011-9199-3
53.
WilliamsJ.TunksJ.Gonzalez-CarriedoR.FaulkenberryE.MiddlemissW. (2020). Supporting mathematics understanding through funds of knowledge. Urban Education, 55(3), 476–502. https://doi.org/10.1177/0042085916654523
54.
ZavalaM. (2017). Bilingual pre-service teachers grapple with the academic and social role of language in mathematics discussions. Issues in Teacher Education, 26(2), 49–66. https://eric.ed.gov/?id=EJ1148173.
