Latino Children's Constructions of Arithmetical Understandings in Urban Classrooms That Support Thinking

9353573 Fuson这项研究将侧重于城市拉美裔儿童数学学习的文化和社会背景。它将追溯儿童在小学课堂中构建加法、减法、位置价值和问题解决理解的多种路径，这些课堂包含了对这些构建的社会、物质、语言和文化支持。将与英语和西班牙语教室的教师合作进行教学研究，以发现与文化相关的概念和社会支持，以促进儿童在特定领域的数学思维。该项目还将侧重于如何让贫穷的城市拉丁裔儿童的低识字率父母参与支持他们的孩子在家里和学校的数学思维。结果将涉及四个领域的理论发展：像亚洲儿童如此有效地使用的单位数加法和减法的紧凑结构方法，多位数和位值思维，应用题解决，以及对儿童数学思维的课堂概念支持。由此产生的改进的理论，以及对儿童个体学习的描述和分析，将为城市学校的大规模教师发展和学校转变活动提供基础。这些结果也将有助于我们理解所有儿童在这些数学领域的思维。***

9353573 Fuson The research will focus on cultural and social contexts of urban Latino children's mathematics learning. It will trace multiple paths of children's construction of addition, subtraction, place value, and problem solving understanding within primary school classrooms that contain social, material, linguistic, and cultural supports for such construction. Teaching studies will be carried out in cooperation with teachers of English-speaking and Spanish- speaking classrooms to discover culturally relevant conceptual and social supports that facilitate children's mathematical thinking in the specified areas. The project will also focus on ways to invole low-literacy parents of poor urban Latino children in supporting their children's mathematical thinking at home and in school. The results will involve developing theories in four areas: tenstructured methods of single-digit addition and subtraction like those used so effectively by Asian children, multidigit and place- value thinking, word problem solving, and classroom conceptual supports for children's mathematical thinking. The resulting improved theories, as well as the descriptions and analyses of individual children's learning, will provide a basis for large- scale teacher development and school change activities in urban schools. The results will also contribute to our understanding of all children's thinking in these mathematical areas. ***