Latino English Language Learner and the Mathematics Perspective

Latino English Language 

Learner and the Mathematics 

Perspective 

Mathematics for English Language Learners Conference 

July 7-8, 2006 

Presenter: Noemi R. Lopez 

Director of Client Development 

Harris County Department of Education 

1 

Noemi Lopez-HCDE

Perspective- Two views 

Mathematics 

English 

Language Learner 

2 

Noemi Lopez-HCDE

It takes a village to raise a 

child." The village of the present, 

however, is not the suburb or 

small town of memory or 

nostalgia but the global village, 

the "network of values and 

relationships that support and 

affect our lives." 

Hillary Rodham Clinton 

3 

Noemi Lopez-HCDE

Hispanic Americans 

☯Who Who or what identifies an individual as 

Hispanic/Latino? 

☯ Create an understanding of the Hispanic culture 

☯How How can we help and understand the 

Hispanic child in school? 

☯Current educational findings 

☯ How do we marry the ELL to the world of 

mathematics? 

4 

Noemi Lopez-HCDE

Latino 

American 

South 

Noemi Lopez-HCDE 

5 

Hispanic 

Spaniard 

Mexican 

Puerto Rican


☯ Is Hispanic the same as Latino, Mexican, 

Columbiano, Puerto Rican, Chicano? 

☯ Is it correct to ask,”Are you Spanish? 

☯ If you were given crayons, what color 

would you pick to portray an Hispanic 

child? 

☯ Is Hispanic a “race”? 


☯ Are all Hispanic Americans immigrants? 

6

The Name 

Hispanic and Latino are both labels used to describe 

people who come from a variety of countries and 

cultural backgrounds. In their countries of origin, these 

people would not use either label to describe 

themselves. Instead, they would use a label that 

describes their country of origin or ethnic group 

identification. 

They are: 

Cubans, Chicanos, Mexicans, 

Puerto Ricans, Argentineans, Colombians, 

Dominicans, Brazilians, Guatemalans, 

Costa Ricans, Nicaraguans, Salvadorians, 

and all the other nationalities that comprise South 

America, Central America, and the Caribbean. 


It is when they come to the United States that 

the label of Hispanic or Latino is given to 

them. 

7

Hispanic 

HISPANIC derives from the mostly white 

Iberian Peninsula that encompasses the 

European countries of Spain and Portugal. 

Persons who descend directly from Spain or 

from one of the many cultures in the world 

that owe their origins to Spain 

Spaniards 

Latin Americans 


For U.S. government statistics: 1970’s 

became a reference to all Spanish-speaking 

ethnic subgroups- All Americans who trace 

their ancestry to Mexico, Puerto Rico, Cuba, 

Spain, the Spanish speaking countries of 

Central and South America, the Dominican 8 

Republic

LATINOS 

LATINO derives from the brown indigenous 

people of the Americas- Mexico, Central America, 

and South America 

☯ 

Countries include: 

• Mexico from North America 

• Nations in Central America 

• Nations in South America 

• Brazilian is a Latino, but not a Hispanic 

• Cuba in the West Indies 

• Some islands of the Caribbean Sea 

9 

Noemi Lopez-HCDE

OTHER NAMES 

CHICANO- refers only to a Mexican American, 

an American of Mexican descent 

SPANISH AMERICAN- an American whose 

family comes from Spain 

MEXICAN 

MEXICAN- a Mexican Citizen ( in Mexico or US) 

as an identity, a person from Mexico 

Mexican American- A US citizen of Mexican 

descent 

10 

Noemi Lopez-HCDE

Hispanic/Latinos 

Brief History 

11 

Noemi Lopez-HCDE

REASONS FOR IMMIGRATION 

There are two types of motivation for immigration 

Push (need to leave in order to 

survive) 

• Political Freedom 

• Religious Tolerance 

• Political Refugees;fear for their lives 

• Persistent poverty, hunger 

• Insufficient lands 

Pull (attracted to new way of life) 

• Economic Opportunity - People want a better life - 

better job - more money 

• Freedom to pursue personal goals 

• Family Reunification 

12 

Noemi Lopez-HCDE

Hispanics/Latinos 

•descendents from countries 

settled by Spain 

Latinos 

* descendents from Spain 

Mexican 

Americans 

Central 

Americans 

Puerto 

Ricans 

South 

Americans 

Cubans 

13 

Noemi Lopez-HCDE

Mexican American 

• Immigrants from Mexico 

• California, Texas, New Mexico, and Arizona were 

annexed into the Union by conquest or purchase 

• After the Mexican American War, Mexico lost 45% of its 

national territory and well over 100,000 of its people to 

the United States. 

• A rise in the number of Mexican migrants to the United 

States was precipitated by the Mexican Revolution of 

1910. Thousands fled the turmoil of the revolutionary 

process to find work in industry, agriculture and 

transportation 


• A new wave of immigration was fostered by the Second 

World War. A shortage of farm workers developed in the 

U.S. as people left the land to enter the armed forces or 

work in the war effort. The U.S. and Mexico negotiated 

the "Bracero" agreement which issued Mexicans 

temporary work permits to work in the fields. 

14


15

Puerto Ricans 

☯ 

Puerto Rico-Spanish colony, plantations, mixed 

European and African 

☯ 

Spanish-American War 1898, becomes US colony 

☯ 

March 2, 1919, President Woodrow Wilson signed 

the Jones Act during World War I in part for the need 

of more soldiers- Puerto Ricans are citizens of US 

(therefore non-immigrants) 

☯ 

2 nd largest group of Latinos 

☯ 1948- made a Commonwealth, Associated Free 

State, yet not a state 

16 

Noemi Lopez-HCDE

Cubans 

☯ Cuba gained its independence in 1902 but remained 

tied to U.S. economic interests until the revolution in 

1959 

☯ First-wave Cubans left between 1959 and 1965 and 

were predominantly white, upper and middle class 

with educational, business, and financial resources. 

☯ The second wave (from 1965 to 1973) was composed 

of middle class, lower middle class and working class 

persons. 

☯ The third wave began in the Summer of 1980 with the 

Mariel boat lift 

☯ Descendents: Spaniards, Chinese, African mulattos 

17 

Noemi Lopez-HCDE

Central Americans 

☯ The 1980s political turmoil in Nicaragua, El Salvador, 

and, to a lesser degree, Guatemala precipitated new 

waves of migration into the States. The Nicaraguans 

were welcomed as political refugees fleeing political 

repression, while Salvadorans and Guatemalans were 

considered to be migrating for economic reasons and 

often faced deportation by the immigration authorities. 

☯ El Salvador- largest group; majority came during civil war. 

☯ Guatemala- mostly in 1990s due to civil war 

☯ Nicaragua-fled Sandinistas (Communist regime); largely 

white and well educated. 

☯ Honduras- 

☯ Panama 

☯ Costa Rica 


☯ Guatemalans, Salvadorans and Hondurans- Many 

violently forced off the land, are culturally and ethnically 

distinct. Typically very poor. 

☯ Note: The state of Texas is bigger than the entire region 

of Central America. 

18

South Americans 

☯ There are twelve independent nations 

☯ 9 are Hispanic: Argentina, Bolivia, Chile, 

Colombia, Ecuador, Paraguay, Peru, Uruguay 

and Venezuela 

3 non-Hispanic: Guyana, Suriname and Brazil 

☯ Tend not to think of themselves as SA, but 

identify themselves with their home country. 

☯ Some Argentineans and Chileans fled 

repressive governments during the late '60s 

and '70s. 

☯ 1.5 million living in U.S. from 1820-1995 

1995 

19 

Noemi Lopez-HCDE


☯ Is it correct to ask,”Are you Spanish? 

☯ If you were given crayons, what color would 

you pick to portray an Hispanic child? 

☯ Is Hispanic a “race”? 

20 

Noemi Lopez-HCDE

Hispanic ≠ race. 

People who identify their origin as 

Spanish, Hispanic, or Latino may be 

of any race- could choose one or 

more race categories 

21 

Noemi Lopez-HCDE

Hispanic ≠ race. 

• Census defined only 6 race groups 

• White 

• Black or African American 

• American Indian 

• Alaska Native 

• Asian 

• Native Hawaiian and Other Pacific 

Islanders 

• Census 2000- Define Hispanic origin: 

Mexican, Mexican Am. Chicano, Puerto 

Rican, Cuban, other 

Spanish/Hispanic/Latino; Spanish, 

Honduran , Venezuelan etc. 

22 

Noemi Lopez-HCDE

Statistics 

23 

Noemi Lopez-HCDE

Population Size and Composition 

In March 2000, 32.8 million Hispanics lived in 

the United States. 

• 12% of the U.S. population is Hispanic. 

• People of Mexican origin comprise 

approximately 66% of the U.S. Hispanic 

population. 

Source: Current Population Survey, March 2000, PGP-4

Percent Distribution of Hispanics 

by Type: 2000 

Central and 

South 

American 

15% 

Other 

Hispanic 

6% 

Cuban 

4% 

Puerto Rican 

9% 

Mexican 

66% 



26

Age Distribution by Sex and 

Hispanic Origin: 2000 

(In percent) 

Hispanic 

age 

Non-Hispanic 

White 

85+ 

Male Female Male 

Female 

80-84 

75-79 

70-74 

65-69 

60-64 

55-59 

50-54 

45-49 

40-44 

35-39 

30-34 

25-29 

20-24 

15-19 

10-14 

5-9 

0-4 

15 10 5 0 5 10 15 15 10 5 0 5 10 15 

Source: Current Population Survey, March 2000, PGP-4 

One-third of Hispanics are under age 18.

Poverty 

Hispanics are more likely to be living in poverty 

than non-Hispanic Whites. 

• Over one quarter of Hispanic children under age 

18 live in poverty. 


Regional Population Distribution 

by Hispanic Origin: 2000 

Hispanic 

14% 

Non-Hispanic 

White 

20% 20% 

45% 

8% 

Northeast 

Midwest 

South 

33% 

West 

33% 

27% 



How can we help and understand the 

Hispanic child in school? 

☯ Know the child 

☯ Create an understanding of the Hispanic culture 

☯ Current educational findings 

30 

Noemi Lopez-HCDE

CULTURE 

•Being Latino is not an issue of race, it’s an issue of 

culture 

•La cultura es un tesoro que sigue a su dueño a todas 

partes. 

(Culture is a treasure which follows its owner everywhere) 

Chinese proverb 

•The teacher in an inner-city school set out to 

understand the obstacles to learning that her students 

experienced, only to find that she was one of them…. 

•“ The social nature of teaching and learning demands 

that teachers have an understanding of their students to 

build culturally appropriate climates.” 

Sussman, , Grace. “The Violence You Don’t t See.” Summer 2006 ASCD 

Online Educational Leadership. 

31 

Noemi Lopez-HCDE

Culture 

• Culture can be defined as a way of life, 

especially as it relates to the socially 

transmitted habits, customs, traditions and 

beliefs that characterize a particular group of 

people at a particular time. It includes 

behaviors, actions, practices, attitudes, norms 

and values, communications (language), 

patterns, traits etiquette, spirituality,etc. 

• Culture is the lens through which we look at 

the world . It is the context within which we 

operate and make sense of the world and its 

influences on how we process learning, solve 

problems and teach. 

32 

Edwards, Ellis, Ko, Saifer and Stuczynski (2004) Classroom to community and back: Using Culturally responsive standardsbased 

(CRSB) teaching to strengthen family and community partnerships and increased student achievement, Noemi Lopez-HCDE 

NWREL,

Hispanic Culture 


☯ Language-Spanish; First Language? 

☯ Machismo 

☯ Hard workers 

☯ Formality; Respect 

☯ Family Solidarity 

• Value of Families 

• Intergenerational Family Relations 

• Pattern of Influence and Control 

☯ Food 

• Similarities in ingredients and spices 

☯ Religion 

☯ Value Education 

☯ Generational 

33


Language-Spanish 

☯ May or may not be first language. 

☯ There are no dialects, there is just one Spanish 

language. However, Spanish is not always the "same" 

Spanish. It is possible for Hispanics to understand each 

other because they all speak the same language. Yet, there 

are some significant differences depending on the country 

of origin. Think of it as the difference between British 

English, American English, and Australian English. There is 

no doubt that you can communicate with each other, but 

sometimes the meaning is lost due to regional differences. 

A person trained in Castilian Spanish may have a perfect 

translation that becomes offensive to Mexican-Americans. 

Spanish-language maintenance 

Although Latinos learn English with each successive 

generation in the U.S., many children are bilingual and 

continue to learn and use Spanish and English. This 

reflects positive attitudes Latinos have towards their 

language and the desire to preserve it as part of their 

culture 

34 

Noemi Lopez-HCDE

Bilingual- Recent immigrants; 1 st generation 

☯ First language-Spanish or another language 

☯ May have/lack formal education in their country of 

origin 

☯ May/may not have the appropriate mathematics 

register in the students’ dominant language 

☯ Hence, they lack the appropriate mathematics 

register used in the U. S. 


Bilingual – 2nd+ generation 

• May or may not be bilingual 

• First language- may be or may not be Spanish/Other 

Language; 

• May or may not have the appropriate mathematics 

register in the students’ dominant language 

• May or may not have the appropriate mathematics 

register to understand the mathematical concepts in 


35


36


Machismo 

Gender roles are clearly defined in Latino families with 

males being in superior roles within a well-defined 

family hierarchy. The male as head of the household 

sets the rules and actions 

☯ Women take a 2 nd role; 

☯ Many Latinas face pressure about going to college; 

Boyfriends do not want future wives to be “too 

educated” 

☯ Men are the major bread winners; women take care 

of the home and the children 

Hard workers 

Latino people often place a great emphasis on the 

family and family obligations and believe the family is 

honored through strong work ethics and by providing 

good financial support 

37 

Noemi Lopez-HCDE

Current Occupation for Hispanic Men and 

Women: 2000 

Men 

Women 

29% 

22% 

2% 

13% 3% 

26% 

8% 

15% 

11% 

15% 

38% 

18% 

Precision production 

Technical, sales 

Service 

Farming 

Managerial, professional 

Operators, laborers 



☯ Formality 

From this value on hierarchy and authority comes a tradition 

of formality in speech, dress, and relationships. Status 

differentiations are part of the Spanish language reflecting 

how close friends are addressed versus all other people. 

Latinos are meticulous about having a proper appearance 

outside the home since this is related to status, 

respectability, and family pride 

☯ Family Solidarity 

Latinos report a strong commitment to family. The term 

familia usually goes beyond the nuclear family unit" and 

includes not only parents and children but also extended 

family. Latino families tend to settle and remain in 

geographic areas close to other related families for material 

and social support. 

• Pattern of Influence and Control 

• Individuals within a family have a moral responsibility to 

aid other members of the family experiencing financial 

problems, unemployment, poor health conditions, and 

other life issues. 

39 

Noemi Lopez-HCDE


Respect 

Hispanic families instill in their children the 

importance of honor, good manners, and respect for 

authority and the elderly. Normally do not make eye 

contact; head down out of respect 

Religion 

In the Hispanic world, religion has traditionally played 

a significant role in daily activity. More than 90% of the 

Spanish-speaking world is Roman Catholic. In recent 

years, other faith denominations have experienced 

growth within the U.S. Hispanic community. The 

church influences family life and community affairs, 

giving spiritual meaning to the Hispanic culture. 

• Weddings, Quinceañeras, Major Holidays, Funerals 

Curanderismo “faith healers” 

40 

Noemi Lopez-HCDE


☯ 

☯ 

Generational: Recent, 1 

Food 

Recent, 1 st , 2nd+ 

• Companies interested in serving the Hispanic population 

must be aware that while some foods and flavors have 

mass appeal through the Hispanic market, each country of 

origin can form a visible and desirable target market. 

• Seasonings such as achiote, sazon and sofrito add 

traditional flavor and color to foods from many Hispanic 

regions. Basic flavorings that are enjoyed by all segments 

of the Hispanic group have variations based on heat, 

spiciness, pungency, sourness, sweetness, color or 

texture. Sofritos, which are used to flavor beans, rice, fish 

and stews, vary in flavor depending upon which region 

they come from. 

• Spanish sofrito is sweet with tomatoes, 

• Puerto Rican is pungent with cilantro, 

• Yucatan is peppery with habañero peppers, and 

• Cuban one is mild with parsley. 

41 

Noemi Lopez-HCDE


42


Value Education 

☯ In spite of the importance of education to the 

Latino community, family needs and peer 

pressure often clash with school expectations. 

☯ Most parents hope that their children will excel in 

school, yet the families economic and social 

position often defer the realization of those 

dreams. 


(AAUW report: Si, se Puede! Yes We Can: Latinas in School) 

43

Educational Attainment by 

Hispanic Origin: 2000 

(Population 25 years and over) 

60 

54.4 

50 

Percent 

40 

30 

27.3 

34.1 

27.9 29.1 

20 

15.7 

10 

4.2 

7.3 

0 

Less than 9th 

grade 

9th to 12th grade 

(no diploma) 

High school 

graduate 

More than high 

school 

Hispanic 

Non-Hispanic White 


Intro Latinos, Lost in Translation 

Noemi Lopez-HCDE 45

Dropout Intro 

Noemi Lopez-HCDE 46

Educational Studies 

Major Findings: 

☯ One of every three Hispanic American Students fails to 

complete high school 

☯ 

☯ 

☯ 

10% graduate from 4 year colleges with fewer than 

100,000 graduating each year. 

Too many Hispanic families lack the knowledge to fulfill 

the high expectations they have for their children 

Too many Americans set low expectations for them 

Fulfilling the Educational Needs of Hispanic Americans in the 21 st Century 

Bush) 

( a report to President 

47 

Noemi Lopez-HCDE


High Expectations 

☯ Metropolitan Life Survey of the American Teacher 

2001: 75% of the students had high expectations for 

their futures 

☯ 40% of the teachers and 50% of the principals agreed 

with the students 

Subtractive Schooling 

Subtractive Schooling. US-Mexican Youth and the 

Politics of Caring by Angela Valenzuela. Provides a 

framework for understanding patterns of immigrant 

achievement and U.S. born underachievement. 

Valenzuela argues that schools subtract resources from 

youth in two major ways: 1st by dismissing their 

definition of education and 2 nd through assimilation 

policies and practices that minimize their culture and 

language. 

48 

Noemi Lopez-HCDE

Victoria Castro 

Noemi Lopez-HCDE 49

Self Esteem 

Noemi Lopez-HCDE 50


Caring: 

One trait all students share, regardless of their 

backgrounds, is the need to know that school staff 

cares about them. They want principals, teachers, and 

counselors to acknowledge and honor their cultural 

backgrounds and believe in their ability to succeed. 

If students feel ignored, disrespected, and uncared 

for, it will almost certainly affect their experience at 

school. 

This point often seems to be missing in the debate 

about how all children can achieve high standards. 

PEER PRESSURE 

Need to have programs such as the college access 

program and peer-group support to assist students to 

continue with their education 


Subtractive Schooling 

Subtractive Schooling. US-Mexican Youth and the Politics of Caring by Angela 

Valenzuela 

51


☯How do we support the student? 

☯How do we marry the ELLs to 

the world of mathematics? 

52 

Noemi Lopez-HCDE

Educational Support 

☯ Bilingual and/or ESL programs 

☯ Parental involvement 

☯ 

Outreach programs to include families 

☯ Small groups/support groups 

☯ Cooperative groups 

53 

Noemi Lopez-HCDE

Marry the Registers! 

Language Register-Dual 

• Social Register 

• Academics Register 

Mathematics Register 

54 

Noemi Lopez-HCDE

DIMENSIONS OF LANGUAGE 

This resource was produced by the Southeast Comprehensive Assistance Center, which was 

operated by SEDL from 1995-2005. 

55 

Noemi Lopez-HCDE

Mathematics Register 

☯ The language of mathematics is not 

acquired effortlessly and naturally 

through social interaction, but rather 

learned and taught in school as a 

separate register and often as a 

consciously memorized vocabulary. 

☯ …mathematical terms are not items 

of everyday language, even though 

mathematical operations are part of 

our every day lives. 


Ron, Pilar. “ Spanish-English Language Issues in the Mathematics Classroom”, Changing the Faces 56 

of 

Mathematics-Perspectives on Latinos. NCTM.1999

Mathematics/Social Register 


Social 

Register 



Register 

Spanish 

Social 

Register 

Spanish 


Register 

57 

Noemi Lopez-HCDE

Isn’t t English A Trip? 

By José Franco, EQUALS Project, U of C, Berkley 

Every day while I sit in class 

and wait for Mrs. Jones to call on me, 

she writes on the chalkboard 

But calls it a blackboard 

And yet--- 

I look at a green board. 

And when reading time rolls around, 

It’s s hard to understand why the word 

Nike 

Is not pronounced like bike, 

Or hike, 

or Mike 

Mrs. Jones always gives us these rules. 

I remember the one about 

“when two vowels go walking, 

The first one does the talking 

And the second one does the walking” 

And guess what! 

It works with a word like beans. 

There are two vowels— 

“e” does the talking 

And “a” does the walking. 

Sort of like my sister and me— 

She does all the talking and I do the 

walking 

BUT 

Then they break the rules. 

What about words like 

Choose 

Or eight 

Or feather? 

There are two vowels walking. 

So which one is the talker and which 

one is the walker? 

58 

Noemi Lopez-HCDE

Isn’t t English A Trip? 


I thought it would be easier 

When math class started. 

Because that’s s just about numbers, 

And circles, 

And things like that, 

right? 

Was I in for a surprise? 

When Mrs. Jones started talking about 

addition, 

She used the word plus 

Like 2 plus 2 equals 4. 

Sounds good to me. 

But last week she mentioned the word 

combine, 

And she said that meant addition, , too. 

All right… 

On Monday we were doing some math 

problems 

(Oh man! I had a hard time reading- 

TOO MANY WORDS! 

I didn’t t understand them all, 

But my buddy Julio helped me out. 

Now I owe him one, 

Bu that’s s another story.) 

Anyway… 

We were doing our math problems. 

I read the problem 

And it said the herd of elephants was 

increased by three. 

Julio and his cousin Julia told me that 

increased by means addition also. 

“What, Mrs. Jones? 

Could you please repeat your 

question? 

What’s s the sum of all the elephants? 

Hmmmmmmmm 

What did Julia tell me sum 

59 

sum meant? 

Noemi Lopez-HCDE

Isn’t English A Trip? 


Is that the same as some, 

like “when 

some of the kids tease me?” 

“Sorry, Mrs. Jones. 

I don’t t know what the sum is.” 

I need to apologize to ERB for saying 

his name wrong. 

Isn’t t English a trip?! 

(Actually I don’t t know what the word 

means.) 

Oh well— 

I hope tomorrow I have a better day. 

Right now 

I have to catch up with my friend Herb. 

I just learned in science class today 

that in the word herb, 

the “h” is silent. 

60 

Noemi Lopez-HCDE

Concept Map: Marry the Registers! 

ADDITION/ADICÍON 


Social 

Register 



Register 

Spanish 

Social 

Register 

Spanish 


Register 

increased by plus agregar sumar 

combine add combinar adición 

unite addition unión suma 

put together sum agrupar 

añadir 

61 

Noemi Lopez-HCDE

Concept Map 

WHAT IS IT? 

Two expressions of 

equal value 

What is it Like? 

Balance of 

things 

EQUATION 

equal 

6+4 x 2 = 

24 ÷ 3 + 6 

2x +5 = 6 

3 + 2 = 5 

EXAMPLES 



62 

Noemi Lopez-HCDE


63


64


65

Wheel Map 

Quarter turn in 

a wheel is 90° 

25¢ 

A district of a city having some 

distinguishing character 

"the Latin Quarter" 

Quarter 

A small powerful horse 

originally bred for sprinting 

in quarter-mile races in 

Virginia 

1 

4 

25% 

Quarter year = 3 months 

Housing for military 

personnel 




66

Cognates Map 

Ending* 

or - or 

ous-oso 

oso 

tial - cial 

nce - ncia 

ty - dad 

tion - cion 

adding a or o 

adding a or o 


area 

factor 

famous 

partial 

experience 

variety 

intersection 

pint 

digit 

Spanish 

area 

factor 

famoso 

parcial 

experencia 

variedad 

intersección 

pinta 

dígito 


http://www.geocities.com/athens/thebes/6177/ws-cognates.html 

* May not apply to all words 

67

Understand/Marry the Discourse 

Poverty: A Framework for Understanding and Working with 

students and adults from Poverty. Dr. Ruby Payne 

•Casual register needs to be recognized as the primary discourse 

for many students 

•Formal register needs to be directly taught 

(Academic/Mathematics) 

•Discourse patterns: manner in which information is organized. 

•Formal: pattern is straight to the point 

•Casual: pattern is to go around and around and finally to the point 

Montano-Harmon, Dr. Maria Rosario. “Discourse Features of 

Written Mexican Spanish: Current Research in Contrastive 

Rhetoric and Its Implications”. Hispania, Vol. 74, No. 2 (May, 

1991) 417-425. 

•Anglo Students- discourse verbal and written: linear, deductive 

pattern of standard American English 

•Mexican Spanish- discourse : flowery, poetic language; flexible 

sentence structure tied via repetition, synonyms, in additive and 

explicative relationships 

68 

Noemi Lopez-HCDE

Mathematics Strategies to Promote Achievement 

1) Encourage exploration 

and investigation 

2) Use of students’ prior 

knowledge 

3) Use manipulatives for 

visualization 

4) Use real-world problem- 

solving activities 

5) Integrate mathematics 

with other content areas 

6) Understand and use 

culturally responsive 

teaching 

7) Use technology 

8) Encourage oral and 

written expression 

9) Encourage collaborative 

problem solving 

10) Use errors to enhance 

learning 

11) Offer an enriched 

curriculum and 

challenging activities 

12) Use a variety of problem- 

solving experiences 

D’Ambrosio, Beatriz, Johnson, Howard and Hobbs, Leslie. (1995) “Strategies for Increasing Achievement in Mathematics”. 

Educating Noemi Lopez-HCDE Everybody’s Children, Diverse Teaching Strategies for Diverse Learners. ASCD. 

69

Use of students’ prior 

knowledge 

70 

Noemi Lopez-HCDE


71


72


73

Use of 

manipulatives/charts for 

visualizations 

74 

Noemi Lopez-HCDE

Algebra Tiles 

75 

Noemi Lopez-HCDE


76


77

Understand and use 

culturally responsive 

teaching 

78 

Noemi Lopez-HCDE

• For learning to take place with any 

kind of efficiency students must be 

motivated. To be motivated, they 

must become interested. And they 

become interested when they are 

actively working on projects which 

they can relate to their values and 

goals in life. – 

Gus Tuberville, , President, William 

Penn College 

79 

Noemi Lopez-HCDE

Culturally Responsive Teaching 

(Gay, 2000) 

Validation-Acknowledging the legitimacy of the cultural 

heritages both as legacies that affect students’ dispositions, 

attitudes and approaches to learning and as worthy content 

to be taught in the formal curriculum. 

Comprehensive- Teaching to the whole child. 

Incorporates “culturally mediated cognition, culturally 

appropriate social situations for learning and culturally 

valued knowledge of curriculum content” (Hollins, 1996) 

Studies showed that a comprehensive curriculum enhanced 

the students’ need for a sense of belonging, honored their 

human dignity, and promoted their individual self-concept. 

Multidimensional- It is a combination of curriculum content, 

learning context, classroom climate, student-teacher 

relationships, instructional techniques and performance 

assessments. 


Gay, Geneva. Culturally Responsive Teaching: Theory, Research, & 

Practice. New York: Teacher College Press. 2000 found in 

www.intime.uni.edu/multiculture/curriculum/culture/Teaching.htm 

80

Language-Dr. Gutierrez 

Noemi Lopez-HCDE 81

Culturally Responsive Teaching 

(Gay, 2000) 

Empowerment-Academic competence, self-efficacy, and 

initiative. Students must believe they can succeed in learning 

tasks and have the motivation to persevere. Teachers must 

demonstrate ambitious and appropriate expectations and 

exhibit support for students in their efforts toward academic 

achievement. 

Transformative- The classroom setting/curriculum is the 

blending of the traditional educational practices with the 

cultures and experiences of the minority student. Math 

instruction would incorporate everyday-life concepts such as 

economics, employment, consumer habits etc. It also involves 

teaching to the different learning styles- visual, auditory and 

tactile. 

Emancipatory- “It guides the students’ understanding that no 

single version of “truth “ is total. The validation, information 

and pride is generated are both psychologically and 

intellectually stimulating. 

82 

Noemi Lopez-HCDE

• An understanding heart is everything 

in a teacher, and cannot be 

esteemed highly enough. One looks 

back with appreciation to the brilliant 

teachers, but with gratitude to those 

who touched our human feeling. The 

curriculum is so much necessary raw 

material, but warmth is the vital 

element for the growing plant and for 

the soul of the child. --Carl Jung 

83 

Noemi Lopez-HCDE

Understanding the Hispanic Learner 


The New York Public Library: Amazing Hispanic American History: A 

Book of Answers for Kids. 

George Ochoa. 1998. ISBN: 0-471-19204-X 

84

Thank you, 

Questions? 

Noemi R. Lopez, Director 

Harris County Department of Education 

6300 Irvington Blvd. 

Houston, Texas 77022 

713-696 

696-8204 

nlopez@hcde-texas.org 

85 

Noemi Lopez-HCDE

Latino English Language Learner and the Mathematics Perspective

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?