YOUNG LATINO STUDENTS ’ LEARNING IN PROBLEM-BASED REFORM MATHEMATICS CLASSROOMS: DEVELOPING MATHEMATICAL THINKING AND COMMUNICATION (1)

This study explores how Latino first grade students develop mathematical problem solving and communication in their native language. Problem types came from Cognitively Guided Instruction (Carpenter et al. 1999) and were embedded in students ’ cultural and linguistic experiences. Findings show students solved a wide range of CGI problems and developed confidence, flexibility, and sophistication in their strategies and explanations. Problem solving and communication are at the center of reform mathematics education (National Council of Teachers of Mathematics, 2000). Word problems embedded in culturally and linguistically familiar situations allow young children to use what they know about the world to make sense of mathematics and learn with understanding (John-Steiner &amp