[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588595-105":59,"doc-detail-588595-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","immigrant-latina-mothers-participation-in-a-community-mathematization-project","Immigrant Latina Mothers’ Participation in a Community Mathematization Project","","The paper examines how immigrant Latina mothers broaden their mathematical boundaries through a community mathematization project. Mothers act as both participants and curriculum designers alongside university researchers, helping ensure the project reflects Latina/o funds of knowledge and Latina/o epistemology. Data gathered from community sites are collaboratively analyzed by undergraduate facilitators, elementary students, parents, and researchers, resulting in digital stories that reveal community mathematics and elicit real workplace problems. Findings also show how social networks support parents’ mathematical knowledge, agency, and development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/immigrant-latina-mothers-participation-in-a-community-mathematization-project/588595/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/immigrant-latina-mothers-participation-in-a-community-mathematization-project/588595.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role do immigrant Latina mothers play in the community mathematization project?","Question",{"text":112,"@type":113},"They participate in the project and also act as curriculum designers in collaboration with university researchers, helping shape what the project reflects about Latina/o knowledge.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the project’s data analyzed?",{"text":117,"@type":113},"Children and parents provided data from community sites, which were collaboratively analyzed by teams including undergraduate student facilitators, elementary students, parents, and researchers.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the digital stories represent in the findings?",{"text":121,"@type":113},"They illustrate mathematics embedded in the daily operations of a community site and pose potential mathematical problems a worker might encounter.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588595,1792190851,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Immigrant Latina mothers’participation in a community mathematization project  \nCraig Willey  \nUniversity of Illinois at Chicago  \nChicago, USA  \n[cwille3@uic.edu](cwille3@uic.edu)  \nAbstract  \nThis paper shows how Latina, immigrant mothers expanded their mathematical boundaries by participating in a community mathematization project. These mothers were not only participants, but also curriculum designers in collaboration with university researchers. By involving the mothers in the design of the project, researchers improved the likelihood that the project would reflect Latina/o funds of knowledge and capitalize on Latina/o epistemology. This contrasts with typical approaches to mathematics teaching and learning that ignore the knowledge of parents or do not define them as collaborators. The data collected by children and parents from community sites were collaboratively analyzed by teams of undergraduate student facilitators, elementary students, parents, and researchers. The final products were digital stories that illustrated the mathematics in the daily operations of a particular community site as well as posed a potential mathematical problem that the worker might encounter. Our findings reveal the mathematics that is evident to the mothers, as well as how social networks function to support Latina parents’development of mathematical knowledge and agency.  \nKey words: mathematization, collaboration, Latina parents, mathematical knowledge, agency  \nIntroduction  \nIn the United States, current federal and local discourse around education, and in particular mathematics education, is dominated by proclamations of an achievement gap between White students on the one hand and African-American or Latina/o students on the other (Martin, 2007; see National Centre for Education Statistics, 2007) . As a result of such discourse, images are created that portray non-White students as less capable than their White counterparts and a huge thorn in society’s side that needs to be dealt with by more stringent methods of accountability. It is quite easy to see how the public can become influenced by the rhetoric and fall victim to notions of a seriously deficient population of minority learners. Embedded within this context, there is a large and growing population of Latinas/os, one that includes a foreign-born, adult population that has fewer years of formal education than other ethnic groups (United States Census Bureau, 2007) . Implicitly and almost by default, Latinas/os are being subsumed under a category of mathematically incompetent.  \nIt has been the position of many critical mathematics educators to reject the notion and language of deficiency as it pertains to certain minority groups set against the standard of highachieving, White students (e.g. Khisty & Willey, in press; Martin, 2007, in press; Martin & McGee, in press) . This is not an effort to ignore the reality that Black and Latina/o students consistently have lower levels of educational attainment than White students, but rather an effort not to contribute to a discourse that manifests into a dangerously powerful ideology that inhibits the production of the necessary social structures to reverse this trend and move towards a more equitable educational system. With this in mind, and as we stretch our minds to understand the role of mathematics in Latina/o parents’ lives, we are grounded in notions such as funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992; Gonzalez, Andrade, Civil & Moll, 2001), which puts forth an alternative theoretical framework and highlights empirical evidence  \nVolume 3(2a)–November 2008 29  \nthat non-dominant groups are bearers of vast amounts of social and cultural capital that is not effectively utilized – but could be – in the US school system as we currently know it.  \nThe issues surrounding the mathematics education of Latinas/os are numerous and multi-faceted. They include macro-socioeconomic forces and ideologies such as racism and educ","cbCaisfrzPN0u3UI","https://ap.wps.com/l/cbCaisfrzPN0u3UI","pdf",306838,12,"English","# Abstract\n# Introduction\n## Achievement gap discourse and deficit framing\n## Funds of knowledge and equitable mathematics education\n## Scope: immigrant Latina mothers in an urban context\n## Mathematization assumptions and project foundations","[{\"question\":\"What role do immigrant Latina mothers play in the community mathematization project?\",\"answer\":\"They participate in the project and also act as curriculum designers in collaboration with university researchers, helping shape what the project reflects about Latina/o knowledge.\"},{\"question\":\"How was the project’s data analyzed?\",\"answer\":\"Children and parents provided data from community sites, which were collaboratively analyzed by teams including undergraduate student facilitators, elementary students, parents, and researchers.\"},{\"question\":\"What do the digital stories represent in the findings?\",\"answer\":\"They illustrate mathematics embedded in the daily operations of a community site and pose potential mathematical problems a worker might encounter.\"}]","Immigrant Latina Mothers’ Participation in a Community Mathematization Project | PDF",1792065566]