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Learning from Mothers as They Engage in Mathematical Modeling

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Exploring Mathematical Modeling with Young Learners

Part of the book series: Early Mathematics Learning and Development ((EMLD))

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Abstract

This chapter focuses on a study of mathematical modeling with a group of Mexican American mothers. As mathematical modeling becomes more present in elementary classrooms, engaging parents in this work can help support their children’s learning, especially given that modeling can have rich connections to everyday life situations. Our research is driven by the potential of mathematical modeling to promote culturally sustaining teaching for non-dominant students. The work we present here is part of a larger project with parents and teachers in working-class, Latinx communities aimed at develo** a two-way dialogue about mathematics education between home and school.

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Notes

  1. 1.

    M2C3: Mathematical Modeling with Cultural and Community Contexts (Turner, Aguirre, Foote, and Roth McDuffie, https://sites.google.com/qc.cuny.edu/m2c3/)

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Acknowledgments

This work was funded by the Heising-Simons Foundation, Grant #2016-065. The views expressed here are those of the authors and do not necessarily reflect the views of the funding agency.

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Authors and Affiliations

  1. University of Arizona, Tucson, AZ, USA

    Marta Civil & Fany Salazar

  2. University of Nebraska-Lincoln, Lincoln, NE, USA

    Amy Been Bennett

Authors
  1. Marta Civil
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  2. Amy Been Bennett
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  3. Fany Salazar
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Correspondence to Marta Civil .

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Editors and Affiliations

  1. College of Education and Human Development, George Mason University, Fairfax, VA, USA

    Jennifer M. Suh

  2. Department of Mathematical Sciences, Montana State University, Bozeman, MT, USA

    Megan H. Wickstrom

  3. Queensland University of Technology, Brisbane, QLD, Australia

    Lyn D. English

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Civil, M., Bennett, A.B., Salazar, F. (2021). Learning from Mothers as They Engage in Mathematical Modeling. In: Suh, J.M., Wickstrom, M.H., English, L.D. (eds) Exploring Mathematical Modeling with Young Learners. Early Mathematics Learning and Development. Springer, Cham. https://doi.org/10.1007/978-3-030-63900-6_18

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  • DOI: https://doi.org/10.1007/978-3-030-63900-6_18

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  • Print ISBN: 978-3-030-63899-3

  • Online ISBN: 978-3-030-63900-6

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