Eugenia Vomvoridi-Ivanović University of South Florida

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1 Eugenia Vomvoridi-Ivanović University of South Florida

2 Question to ponder What kinds of experiences would allow bilingual Latina/o pre-service teachers To build on the unique strengths they bring into teaching (language and culture) and and incorporate this cultural knowledge into pedagogical practices in mathematics?

3 Culture Culture is understood and examined as lived experience (Moore, 1987). The emphasis is on social practice, that is, what it is that people do and what they say about what they do. In this view, the processes of everyday life, in the form of daily activities, emerge as important (González, 2005, 2008). In this study, the focus is on shared experiences.

4 Setting of the Study Los Rayos de CEMELA -After-school mathematics enrichment program at an urban dual language elementary school in a predominantly Mexican American neighborhood. - Is a general adaptation of the Fifth Dimension after school projects (Cole, 1996) and also is guided by other similar projects including La Clase Mágica (Vásquez, 2003). - Serves as a non-traditional field experience for bilingual Latina/o pre-service teachers who work as mathematics facilitators.

5 Participants Grew up in Latino communities Immigrant parents from Mexico 1st language: Spanish Interested in teaching inner city Latino students Jose Juanita Junior/elementary ed. Sophomore/(elementary ed.) Born in Chicago Born in Chicago Pull-out-ESL Transitional bilingual Lupe Sophomore/elementary ed. Born in Mexico Moved to Chicago at age 5 Maintenance bilingual Maria Sophomore/secondary math Born in Chicago Maintenance bilingual

6 The after-school - Pre-service teachers met twice a week with 5th grade students and engaged in various mathematical activities. - All activities are in both Spanish and English and included games, problems, and community based projects. - Pre-service teachers worked in groups consisting of 1-2 preservice teacher and 2-5 students.

7 The weekly meetings -Discuss happenings of Los Rayos with a focus on their&childrens use of natural language, childrens mathematical strategies, their assistance strategies, childrens interests. -Pre-service teachers reflected on their schooling experiences -Discuss Los Rayos mathematical activities. - Discussions are in English and Spanish.

8 Data Collection Participants interactions with 5th grade students in an after-school program through a nine week period during Fall Twice a week for 1.5 hours/session. All sessions were videotaped. Participants talk in a weekly two hour debriefing seminar. All meetings - 12 total - were videotaped. Participants field-notes.

9 Nature of mathematical Activities Binder activities Recipes Project Students interests in non-mathematical contexts Built around students experiences & Shared experiences

10 Students interests in non-mathematical contexts Discussions around interests and daily experiences were demarked from the mathematics References to shared experiences while working on an activity helped connect with the activity at a personal level but not with the mathematics.

11 Students interests in non-mathematical contexts Juanita: Katia: Juanita: Miriam: Aww that s cute. It reminds me of the star from Sponge Bob, I don t know what Patricio! I think that s the starfish, right? Patrick

12 Built around students experiences During the recipes project mathematical discussions revolving around students experiences naturally emerged (cooking, shopping, etc)

13 Built around students experiences Lisbeth: Oh mi mamá hoy en la mañana compró leche y costó uno noventa y nueve. [Oh my mom bought milk in the morning and it was only one ninety nine.] Griselda: Mine three twenty nine. How expensive is that!? Lisbeth: No por que son dos galones por cinco dolares. [No because two gallons are five dollars] Griselda: Oh, dos galones!

14 Built around students experiences Lisbeth: Griselda: Juanita: Griselda: Lisbeth: Pero nomás compro uno dos dólares.. [but she only bought one for two dollars.] I don t get it. Dos dólares por un galón? [Two dollars for one gallon?] I think it was half a gallon. Dos por cinco dólares y uno por uno noventa y nueve. Two for five dollars and one for one ninety nine?

15 Built around students experiences Juanita: Pero es mejor para comprar pero no sería mejor [But, its better to buy- wouldn t it be better] are you sure? Porque no saldría Tiene que ser más de uno noventa y nueve porque si es el especial [Wouldn t it be It has to be more than one ninety nine because if it was the special ]

16 Built around students experiences María: Yeah, porque si los compras separados sale cuatro dólares [Because if you buy them separately, it s four dollars]so what s the point of buying two for five when you can get two separated for two dollars each.

17 Built around students experiences The recipes project was built around the students experiences and this led to many instances where pre-service teachers and students used these experiences in mathematical contexts.

18 Shared Experiences Shared experiences developed through the activities of the recipes project as they built on each other These experiences were used as a resource

19 Shared Experiences Juanita: put?] Griselda: Juanita: Griselda: La otra vez que hicimos el jugo, cuántas medidas le pusimos? [The other time we did juice, how many teaspoons did we Five Five, verdad? Five eran para dos la cantidad que hicimos era para dos personas. [Five, right? Five were for two the amount we did serves two people.] No oh yeah!

20 Shared Experiences Juanita: Griselda: Vamos a suponer. Pero él está diciendo que él quiere para una. Si vas hacer nada más para una, que vas a hacer con las cantidades que usaste? [Let s suppose. But he s telling you that he wants it for one person. If you are going to make only for one, what are you going to do to the quantities you used?] I ll put six teaspoons of orange juice and six teaspoons of water.

21 Shared Experiences Juanita: Griselda: Vamos a suponer. Pero él está diciendo que él quiere para una. Si vas hacer nada más para una, que vas a hacer con las cantidades que usaste? [Let s suppose. But he s telling you that he wants it for one person. If you are going to make only for one, what are you going to do to the quantities you used?] I ll put six teaspoons of orange juice and six teaspoons of water.

22 Shared Experiences Juanita: Griselda: Ok. (she lifts a measuring cup) Pero vamos a decir que vamos a agarrar un vaso y le vamos a poner agua, y es para para dos personas. Pero si nomás la queremos para una persona: Qué vamos hacer con las demás medidas? [But let s say that we are going to get one cup and we pour water in, and it is for two people. But if we want it only for one person, what are we going to do with the rest of measurements?] Medio medio vaso nomás medio [half, half a cup only, half]

23 Juanita: Griselda: Shared Experiences Yeah. Umm, what was it? One thing we used we used this measuring cup and we did and we used teaspoons, right? We used five teaspoons of concentrate and five teaspoons of water, pero cada cup tenía five teaspoons en cada uno. [But each cup had five teaspoons in each one.] So, let s say that that was enough for two people, pero, but we want to cut it down to one person. What would we do to our measurements? Two and a half

24 Shared Experiences Juanita re-created the group s shared experience of the previous session by using both verbal expressions to recall this experience and the measuring devices previously used as tools to assist the students in solving the task.

25 Conclusion Teacher preparation programs should provide Latina/o pre-service teachers opportunities to work on open- ended community based mathematical projects with Latina/o children.

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