Center for the Mathematics Education of Latinos (CEMELA)

拉丁裔数学教育中心 (CEMELA)

• 批准号: 0424983
• 负责人: Marta Civil
• 金额: --
• 依托单位: University of Arizona
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-08-01 至 2012-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0424983&HistoricalAwards=false
• 关键词: Center; Mathematics; Education; Latinos; CEMELA

The Center for the Mathematics Education of Latinos/as (CEMELA) addresses the mathematics education needs of the largest and most rapidly growing minority group in the country, a diverse group that has one of the most disturbing patterns of academic achievement. Given the unique language, social and cultural factors associated with working-class/low-income Latino/as students and communities, a multidisciplinary approach is necessary to address their education. Although there are well-established scholars who focus on the education of Latinos, their research is in the areas of policy, language and culture, not primarily in mathematics education. Few mathematics education scholars have multidisciplinary expertise in the particular areas relevant to the learning of mathematics by Latinos/as. The goal of the Center for the Mathematics Education of Latinos/as is to advance the field of mathematics education by:(A) Developing an integrated model that connects mathematics teaching and learning to the cultural, social, and linguistic contexts of Latino/as students and (B) Increasing the number of mathematics educators and teachers with this integrated knowledge to ultimately improve the mathematics education of Latinos/as, particularly those of low-income backgrounds. This goal will be achieved by the collaboration of experts in mathematics education, mathematics and language and culture in education. CEMELA brings together in Arizona, The University of Arizona, Sunnyside Unified School District and Tucson Unified School District; in Illinois, The University of Illinois at Chicago and Chicago Public Schools; in California, The University of California at Santa Cruz, North Monterey County School District and Pajaro Unified School District; and in New Mexico, The University of New Mexico, Albuquerque Public Schools, Socorro Consolidated Schools, and The Bernalillo Public Schools. Intentionally, the Center represents diverse geographical contexts -- borderlands (UA), urban (UIC), rural (agricultural/migrant) (UCSC) and rural/urban (UNM) -- to adequately capture the corresponding diversity of educational and cultural experiences among Latinos/as.

该中心为拉丁美洲人/作为数学教育（CEMELA）解决了数学教育的需求，在该国最大和增长最快的少数民族群体，一个多样化的群体，具有最令人不安的模式之一的学术成就。 鉴于与工人阶级/低收入拉丁美洲人/学生和社区相关的独特语言，社会和文化因素，有必要采取多学科方法来解决他们的教育问题。 虽然有著名的学者谁专注于拉丁美洲人的教育，他们的研究是在政策，语言和文化领域，而不是主要在数学教育。 很少有数学教育学者在相关的数学学习拉丁美洲人/作为特定领域的多学科专业知识。该中心的目标为拉丁美洲人的数学教育/作为是推进数学教育领域：（A）开发一个综合模型，连接数学教学和学习的文化，社会和语言背景的拉丁美洲人/作为学生和（B）增加数学教育工作者和教师的数量与这种综合知识，以最终提高数学教育的拉丁美洲人/作为，特别是那些低收入背景。 这一目标将通过数学教育、数学以及教育中的语言和文化专家的合作来实现。 CEMELA在亚利桑那州汇集了亚利桑那大学、桑尼赛德联合学区和图森联合学区;在伊利诺伊州，汇集了伊利诺伊大学芝加哥分校和芝加哥公立学校;在加州，汇集了加州大学圣克鲁斯分校、北莫尼县学区和帕哈罗联合学区;在新墨西哥州，有新墨西哥州大学、阿尔伯克基公立学校、索科罗联合学校和伯纳里洛公立学校。 有意地，该中心代表不同的地理环境-边境（UA），城市（UIC），农村（农业/移民）（UCSC）和农村/城市（UNM）-以充分捕捉拉丁美洲人/作为之间的教育和文化经验的相应多样性。