We used Design-based Implementation Research (DBIR) methods and principles of Social Design Experiments to guide iterative cycles of inquiry and to study outcomes in diverse settings.
Embedded Files
Research Questions
Research Questions
The following research questions guided this project
1.
1.
What are the outcomes for teachers who participated in the PD program in regards to their beliefs and the quality of instruction for multilingual learners? More specifically:
What are the changes, if any, in teachers’ beliefs about effective mathematics instruction for multilingual learners?
What are the changes, if any, in teachers’ quality of instruction for multilingual learners?
What is the relationship between teachers’ beliefs about effective instruction for multilingual learners and quality instruction for multilingual learners?
2.
2.
What do families/parents and teachers learn from working together about a) the strengths and assets that each bring; and b) about positioning multilingual learners for mathematics learning?
3.
3.
How do teachers position multilingual learners in the mathematics classroom?
What changes do we notice, if any, in how teachers position multilingual learners over time?
4.
4.
How do parents of multilingual learners position their children for mathematics learning?
How do these positionings shift, if at all, during parents’ engagement in the project?
5.
5.
How do teachers’ and parents’ positioning practices influence multilingual learners’ access to mathematical discourse?
Overview of Design-based Implementation Research (DBIR) Activities
Overview of Design-based Implementation Research (DBIR) Activities
Publications & Presentations
Publications & Presentations
Buli, T., Quintos, B., & Steflitsch, D. (2023, October). Teachers Take Up Asset-Based Teaching Practices for Multilingual Learners. National Council of Teachers of Mathematics Annual Research Meeting, Washington, DC, United States.
Buli, T., Quintos, B., & Steflitsch, D. (2024, April). Teachers Positioning Multilingual Students in the Drivers’ Seat While Collaborating with Parents. American Educational Research Association. Philadelphia, PA.
Cazarez, D., Nguyen, K., Civil, M., Quintos, B., Pinnow, R. (2023, October) Evaluation and Personal Story: Why Incorporating Individuals’ Experiences is Key to Improving Modern Evaluation Methodology. American Evaluation Association, Indianapolis: IN.
Civil, M., Quintos, B., & Salazar, F. (2022, February 10-12). Three Spaces for Teachers and Parents to Dialogue about Mathematics Teaching and Learning [Conference session], Twenty-Sixth Annual Conference of the Association of Mathematics Teacher Educators, Henderson, NV, United States.
Civil, M., Quintos, B., Salazar, F., Napp-Avelli, C., & Cardenas-Guzman, M. (2022, April 21-26). "Juntos" to Support Multilingual Students' Mathematics Learning: Bringing Families' Funds of Knowledge Into the Classroom [Conference session], 2022 American Educational Research Association Annual Meeting, San Diego, CA, United States.
Civil, M. (2023, April). Aprendiendo con y acerca de familias migrantes: Implicaciones para la educación matemática. (Learning with and about immigrant families: Implications for mathematics education). Invited talk presented at a colloquium organized by different Chilean universities. (Virtual).
Civil, M. (2023, October). Conectando la escuela y la comunidad: Las familias como recurso para la educación matemática (Connecting school and community: Families as resources for mathematics education). UED-Universidad de los Andes, Colombia. (Virtual)
Civil, M. (2023, October). Learning mathematics with and from families. Presented as part of an invited session at the 2023 National Family Engagement Summit, Kansas City.
Civil, M. & Quintos, B. (2023, June). [Panel] Parents, teachers, and multilingual children collaborating on mathematics together. Asset-based approaches to broadening participation in STEM, 2023 DRK-12 PI Meeting, Washington, DC, United States.
Civil, M., Quintos, B., Salazar, F., & Varley-Gutiérrez, M. (2023, June). Juntos-Together: Parents, teachers and children doing and talking mathematics together in a multilingual context. Presented at the TODOS 2023 Conference, Albuquerque, NM.
Civil, M. & Sorto, A. (2023, July). Equidad en educación matemática: Experiencias basadas en un enfoque sociocultural (Equity in mathematics education: Experiences based on a sociocultural approach). In P. Scott, Y. Morales, & A. Ruiz (Eds.), Proceedings of the XVI CIAEM (Inter-American Conference of Mathematics Education) (Vol. 1, pp. 112-122). Lima, Peru: CIAEM.Napp-Avelli, C., & Quintos, B. (2022, February 21-25). 1205 Ciclo: Enseñar matemática en contextos culturales diversos: Argentinos en el exterior. Juntos: Padres, maestros y niños multilingües haciendo matemática [Virtual session], Semana UNIPE virtual 2022. Universidad Pedagógica Nacional, Buenos Aires, Argentina.
Chung, A., Quintos, B., Royo-Romero, L. A., & Galindo, C. (2024). Transforming Mathematics Teaching and Learning in U.S. Schools: Centering Multilingual Learners’ Voices. American Educational Research Association. Philadelphia, PA.
Dirdak, A., Krell, M. W., McCaskill, T. M., Quintos, B. Galindo, C., Wilson, J., Sorto, M. A. (2023, June). Beyond ‘good job!’: Observing teaching and positioning of multilingual learners as competent. TODOS 2023 Conference: Actions in Mathematics Education. Albuquerque, NM.
Krell, M., Dirdak, A., Quintos, B., Wilson, J., Sorto, M.A., & Galindo, C. (October, 1, 2023). Multilingual Classrooms: Development of an Observational Analytic Tool to Examine Mathematics. In T. Lamberg & D. Moss. Proceedings of the 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 927-931). Reno, NV:University of Nevada, Reno.
Martin-Beltrán, M, Pinnow, R., Lindfors-Navarro, H., Salazar, F., Buli, T., Turner, E., Civil, M., Chval, K, Quintos, B. (April, 2022) Multilingual Children Positioning for Learning: Parents and Children Working Together on Mathematics, [Round table presentation]. American Educational Research Association Annual Meeting, San Diego, CA.
Martin-Beltran, M., Quintos, B., Krell, M. (2024, April). Enhancing Opportunities for Developing Language while Learning Mathematics: Classroom Discourse and Positioning Practices. American Educational Research Association. Philadelphia, PA.
Napp-Avelli, C., Civil, M., Quintos, B. (2023, October). Parents and Teachers Doing Mathematics Together: A Focus on Strengths. National Council of Teachers of Mathematics Research Conference, Washington, DC, United States.
Pinnow, R.J. (2024). “I need a growth mindset”: Examining positioning ‘moments’ of multilinguals in diverse elementary math classrooms. American Association of Applied Linguistics (AAAL). Houston, Texas.
Quintos, B., Civil, M., Salazar, F., Turner, E., Pinnow, R. (2023, June). [Poster] Parents, teachers, and multilingual children collaborating on mathematics together. 2023 DRK-12 PI Meeting, Washington, DC, United States.
Quintos, B.; Royo Romero, L.A., Chung, A. & Galindo, C. (2023, June). Children’s Math Counterstories to Inform a Culturally Sustaining Mathematics Pedagogy. [Conference Presentation]. TODOS Conference, New Mexico, United States.
Quintos, B. (2023, August). Juntos: Parents, Teachers, and Multilingual Children Collaborating on Mathematics Together. Conectando Saberes: Forum on STEM Learning Among Latiné Youth and Families, Division of Research on Learning in Formal and Informal Settings at the National Science Foundation.
Quintos, B., Buli, T., & Steflitsch, D., (2023, October). Together-Juntos: Caregivers and Teachers Repositionings in a Lesson Study Inquiry. National Council of Teachers of Mathematics Annual Research Meeting, Washington, DC, United States.
Quintos, B., Buli, T., Steflitsch, D., Martin-Beltrán, M. (2024, April). Reimagining Mathematics Learning: Risk-Taking in a Lesson Study with Multilingual Families. American Educational Research Association. Philadelphia, PA.
Quintos, B., Buli, T., Steflitsch, D., Martin-Beltrán, M. (under review) Lesson Study with Caregivers as a Resource for a Culturally Sustaining Mathematics Pedagogy for Multilingual Learners. Educational Studies in Mathematics: An International Journal.
Quintos, B., Turner, E., Civil, M. (2024). Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education. ZDM Mathematics Education. https://doi.org/10.1007/s11858-024-01555-1
Salazar, F. & Varley-Gutiérrez, M. (2023, August). Juntos-Together: Padres, madres, maestros(as) y estudiantes haciendo y hablando sobre matemáticas en un contexto multilingüe. [Conference Presentation]. Maratón de Mate 3.0: ¡No más aislamiento! (Virtual)
Salazar, F., Varley-Gutiérrez, M., Sotelo, D., & Favela, N. (2023, June). Creating Culturally Responsive Mathematics Tasks: A Parent and Teacher Collaboration. [Conference Presentation] 2023 Summer Institute for Culturally Responsive Education (SICRE), Tucson, AZ, United States.
Turner, E., Ester Mariñoso, P., Civil, M., Quintos, B., Salazar, F., & Varley Gutiérrez, M. (2023). Parents and teachers doing mathematics together. In T. Lamberg & D. Moss. Proceedings of the 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 119-128). Reno, NV: University of Nevada, Reno.
Varley-Gutiérrez, M., Napp-Avelli, C., Salazar, F., Quintos, B., Civil, M., & Turner, E. (2024). Families and Teachers Doing Mathematics Tasks Together: Considering Funds of Knowledge, Power, and Positioning, Mathematics Teacher Educator.
Varley-Gutiérrez, M., Salazar, F., Sotelo, D., & Alvarez, L. (2024, April). Parents and Teachers Collaborate to Enhance Multilingual Children’s Mathematics Learning Experiences. [Conference Presentation]. NCTM Virtual Conference.
Varley-Gutiérrez, M., Salazar, F., Alvarez, L. & Sotelo, D. (2024, January). ¡Juntos! A Parent and Teacher panel about collaborating to enhance math learning. [Conference Presentation]. Mathematics Educator Appreciation Day (MEAD), Tucson, AZ, United States.
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