# PI Publications

### Selected Publications by CEMELA Principal Investigators

Selected Publications by CEMELA Principal Investigators

- Brenner, M. & Moschkovich, J. (Eds.). (2002). Everyday and academic mathematics in the classroom.
*Journal of Research in Mathematics Education Monograph*, #11. Reston, VA: NCTM. - Celedón-Pattichis, S. (in press). Research findings involving English language learners and implications for mathematics teachers. In M. F. Chappell (Ed.),
*Searching for solutions: A guide for empowering the beginning teacher of mathematics.*Reston, VA: National Council of Teachers of Mathematics. - Celedón-Pattichis, S. (2010). Implementing reform curriculum: Voicing the experiences of an ESL/mathematics teacher.
*Middle Grades Research Journal*, 5(4), 185-198. - Celedón-Pattichis, S. (2003). Constructing meaning: Think-aloud protocols of ELLs on English and Spanish word problems.
*Educators for Urban Minorities, 2*(2), 74-90. - Civil, M. (2009). Mathematics education, language, and culture: Ponderings from a different geographic context. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides:
*Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia*(pp. 129-136). Palmerston North, New Zealand: Massey University. - Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir and P. Cobb (Eds.),
*Improving access to mathematics: Diversity and equity in the classroom*, 105-117. New York, NY: Teachers College Press. Earlier Version - Civil, M. (2002). Culture and mathematics: A community approach.
*Journal of Intercultural Studies, 23*(2), 133-148. - Civil, M. & Andrade, R. (2003). Collaborative practice with parents: The role of researcher as mediator. In A. Peter-Koop, V. Santos-Wagner, C. Breen & A. Begg (Eds.),
*Collaboration in teacher education: Examples from the context of mathematics education*(pp. 153-168). Boston, MA: Kluwer. - Civil, M. & Andrade, R. (2002). Transitions between home and school mathematics: Rays of hope amidst the passing clouds. In G. de Abreu, A.J. Bishop, N.C. Presmeg (Eds.),
*Transitions between contexts of mathematical practices*(pp. 149-169). Boston, MA: Kluwer. - Civil, M. & Planas, N. (2004). Participation in the mathematics classroom: Does every student have a voice?
*For the Learning of Mathematics, 24(1)*, 7-12. - Civil, M., Planas, N., & Quintos, B. (2005). Immigrant parents' perspectives on their children's mathematics.
*Zentralblatt für Didaktik der Mathematik, 37*(2), 81-89. - González, N., Andrade, R., Civil, M., & Moll, L.C. (2001). Bridging funds of distributed knowledge: Creating zones of practices in mathematics.
*Journal of Education for Students Placed at Risk, 6*, 115-132. - González, N., Moll, L., & Amanti, C. (Eds.). (2005).
*Funds of knowledge: Theorizing practices in households, communities, and classrooms*. Mahwah, NJ: Lawrence Erlbaum - Khisty, L.L. (2001). Effective teachers of second language learners in mathematics. In M. van den Heuvel-Panhuizen (Ed.),
*Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, 3,*(pp. 225-232). Utrecht, The Netherlands: The Freudenthal Institute, Utrecht University. - Khisty, L.L. (1997). Making mathematics accessible to Latino students: Rethinking instructional practice. In J. Trentacosta and M. Kenney (Eds.),
*Multicultural and gender equity in the mathematics classroom: The gift of diversity, 97th yearbook of the National Council of Teachers of Mathematics*(pp. 92-101). Reston, VA: NCTM - Khisty, L. L. (1995). Making inequality: Issues of language and meanings in mathematics teaching with Hispanic students. In W. G. Secada, E. Fennema, & L.B. Adajian (Eds.),
*New directions for equity in mathematics education*(pp. 279-298). NY: Cambridge University Press. - Khisty, L. L. and Chval, K. (2002). Pedagogic discourse and equity in mathematics: When teachers' talk matters.
*Mathematics Education Research Journal, 14*, 154-168. - Khisty, L. L. & Viego, G. (1999). Challenging conventional wisdom: A case study. In L. Ortiz-Franco, N. Hernandez, & Y. De La Cruz (Eds.),
*Changing the faces of mathematics: Perspectives on Latinos and Latinas*(pp.71-80). Washington, DC: National Council of Teachers of Mathematics. - Kitchen, R. (2011). Considering Mexican and U.S. Teachers' Views on the Teaching and Learning of Mathematics Through a Teaching for Diversity Lens. In R. Kitchen, & M. Civil (Eds.),
*Transnational and borderland studies in mathematics education*(pp. 117-138). New York, NY: Routledge Press - Kitchen, R.S. (2004). Challenges associated with developing discursive classrooms in high-poverty, rural schools.
*Mathematics Teacher, 97*(1), 28-31. - Kitchen, R.S. (2003). Getting real about mathematics education reform in high poverty communities.
*For the Learning of Mathematics, 23*(3), 16-22. - Kitchen, R. & Civil, M. (2011). Looking forward: Establishing a research agenda for transnational and borderland studies in mathematics education. In R. S. Kitchen, & M. Civil (Eds.),
*Transnational and borderland studies in mathematics education*(pp. 187-190) New York, NY: Routledge Press. - Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms.
*Theory into Practice, 31*, 132-141. - Moll, L. C., & Ruiz, R. (2002). The schooling of Latino students. In M. Suárez-Orozco & M. Páez (Eds.),
*Latinos: Remaking America*(pp. 362-374). Berkeley, CA: University of California Press. - Moschkovich, J. (in press). How equity concerns lead to attention to mathematical discourse. In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.),
*Equity in Discourse for Mathematics Education: Theories, Practices, and Policies.*NY, NY: Springer. - Moschkovich, J. (2011). Ecological perspectives on mathematical reasoning practices in Latino/a communities in the borderlands. In R. Kitchen and M. Civil (Eds.),
*Transnational and Borderland Studies in Mathematics Education*(pp. 1-22). New York, NY: Routledge Press - Moschkovich, J. (2011). Supporting mathematical reasoning and sense making for English Learners. In M. Strutchens & J. Quander (Eds.),
*Focus in High School Mathematics: Fostering Reasoning and Sense Making for All Students.*Reston, VA: NCTM, 17-36. - Moschkovich, J. (2010). Language, culture, and equity in elementary mathematics classrooms. In D. Lambdin and F. Lester (Eds.),
*Teaching and Learning Mathematics: Translating Research for Elementary School Teachers,*Reston, VA: NCTM, 67-72. - Moschkovich, J. (2010). Language, culture, and equity in secondary mathematics classrooms. In J. Lobato and F. Lester (Eds.),
*Teaching and Learning Mathematics: Translating Research for Secondary School Teachers,*Reston, VA: NCTM, 75-80. - Moschkovich, J. Editor (2010). Language and Mathematics Education: Multiple Perspectives and Directions for Research. Charlotte, NC: Information Age Publishing. Volume in the Research in Mathematics Education Series, Barbara J. Dougherty (Series Editor).
- Moschkovich, J. (2007). Beyond words to mathematical content: Assessing English learners in the mathematics classroom. In A. Schoenfeld (Ed.),
*Assessing mathematical proficiency*. New York: Cambridge University Press. - Moschkovich, J. (2007). Bilingual mathematics learners: How views of language, bilingual learners, and mathematical communication impact instruction. In N. Nassir and Cobb (Eds.),
*Improving Access to Mathematics: Diversity and Equity in the Classroom.*New York: Teachers College Press. - Moschkovich, J. (2007). Examining mathematical discourse practices.
*For the learning of Mathematics 27*(1), 24-30. - Moschkovich, J. (2007). Using two languages while learning mathematics.
*Educational Studies in Mathematics, 64*(2). - Moschkovich, J. N. (2002). A situated and sociocultural perspective on bilingual mathematics learners. In N. Nasir and P. Cobb (Eds.),
*Mathematical Thinking and Learning, Special Issue on Equity, 4*(2&3), 189-212. - Moschkovich, J.N. (2000). Learning mathematics in two languages: Moving from obstacles to resources. In W. G. Secada (Ed.),
*Changing the faces of mathematics: Perspectives on multiculturalism and gender equity*(pp. 85-93). Reston, VA: National Council of Teachers of Mathematics - Moschkovich, J.N. (1999) Supporting the participation of English language learners in mathematical discussions.
*For the Learning of Mathematics, 19*(1), 11-19. - Moschkovich, J.N. (1999). Understanding the needs of Latino students in reform-oriented mathematics classrooms. In L. Ortiz-Franco, N. Hernandez, & Y. De La Cruz (Eds.),
*Changing the faces of mathematics: Perspectives on Latinos and Latinas*(pp. 5-12). Reston, VA: National Council of Teachers of Mathematics. - Moschkovich, J. N. & Brenner, M. E. (2000). Integrating a naturalistic paradigm into research on mathematics and science cognition and learning. In A. E. Kelly & R. A. Lesh (Eds.),
*Handbook of research design in mathematics and science education*(pp. 457-486). Mahwah, NJ: Lawrence Erlbaum. - Rodriguez, A.J. & Kitchen, R.S. (Eds.). (2005).
*Preparing prospective mathematics and science teachers to teach for diversity: Promising strategies for transformative action.*Mahwah, NJ: Lawrence Erlbaum Associates. - Téllez, K., & Waxman, H. (2006).
*Preparing Quality Educators for English Language Learners: Research, Policy, and Practice.*Mahweh, NJ: Lawrence Erlbaum Press. - Téllez, K., & Waxman, H.C. (2006). A meta-synthesis of qualitative research on effective teaching practices for English Language Learners. In J.M. Norris & L. Ortega (Eds.),
*Synthesizing research on language learning and teaching*(pp. 245-277). Amsterdam: Johns Benjamin. - Téllez, K. (2005). Preparing teachers for Latino children and youth.
*The High School Journal, 88*(2), 43-54. - Téllez, K. (2002). Multicultural education as subtext.
*Multicultural Perspectives, 4*(2), 21-25. - Téllez, K. (1999). Mexican-American student teachers and the intransigency of the elementary school curriculum.
*Teaching and Teacher Education, 15*(5), 555-570. - Téllez, K. (1998). Class placement of elementary school emerging bilingual students.
*Bilingual Research Journal, 22*(2,3,& 4), 103-119. - Téllez, K. & Estep, M. (1997). Latino youth gangs and the meaning of school.
*The High School Journal, 81*(2), 69-72.