Situated perspective explains Latino students' mathematical meaning-making in bilingual classrooms better than a discontinuity model (review reports Moschkovich, 1996)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports that Moschkovich's situated framework, in which language use and its relation to math learning depend on the situation, offered a better understanding of meaning construction in a Geometry and an Algebra class than a discontinuity model treating everyday context as an obstacle. → Vilma Mesa 1998

Evidence¶

Vilma Mesa 1998¶

Vilma Mesa. (1998). A Review of Literature on Under Achievement of Minorities in Mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. https://eric.ed.gov/?id=ED428113

q2 · i? · review · r2

Narrative review attributing this to Moschkovich's (1996) analysis of how Latino students construct mathematical meaning in a bilingual classroom, built on situated cognition. The review describes the situation as including type of problem, sub-field, representational resources, historical context, and social context. No effect sizes are printed.

"She shows that a situated perspective offers a better understanding of the process of construction of meanings in both a Geometry and an Algebra class than a discontinuity model that reduces the use of meanings to a manipulation of technical terms"

Discussion¶

Learner Variables¶

• Domain Context — predictor: learners who differ on it differ in outcomes
• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

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