naa a22 4500 510781047 CHVBK 20180411083247.0 cr unu---uuuuu 180411e20131201xx s 000 0 eng 10.1007/s11422-013-9518-3 doi (NATIONALLICENCE)springer-10.1007/s11422-013-9518-3 Acknowledging Spanish and English resources during mathematical reasoning [Elektronische Daten] [Carlos LópezLeiva, Zayoni Torres, Lena Khisty] As English-only efforts continue in the US schooling system, dual-language programs have served as attempts to preserve students' home language. An after-school, dual-language, Spanish-English, mathematics program, Los Rayos was developed in a predominantly Mexican/Mexican-American neighborhood in Chicago. As participant observers with a sociocultural perspective, we explored the linguistic and personal resources used by participating 4th grade bilingual Latina/o students. We found that students used imaginative, playful, and hybrid linguistic resources to make sense of and solve probability tasks when engaged within a zone of mathematical practice. Results challenge narrow perspectives on bilingual students' linguistic resources. Language implications are discussed. Springer Science+Business Media Dordrecht, 2013 Mathematical communication nationallicence Mathematical reasoning nationallicence Probability nationallicence Spanish nationallicence Spanglish nationallicence LópezLeiva Carlos Department of Language, Literacy and Sociocultural Studies, College of Education, University of New Mexico, MSC05-3040, 1 University of New Mexico, 87131-0001, Albuquerque, NM, USA aut Torres Zayoni Department of Curriculum and Instruction, College of Education, University of Illinois at Chicago, 1040 West Harrison Street M/C 147, 60607, Chicago, IL, USA aut Khisty Lena Department of Curriculum and Instruction, College of Education, University of Illinois at Chicago, 1040 West Harrison Street M/C 147, 60607, Chicago, IL, USA aut Cultural Studies of Science Education Springer Netherlands 8/4(2013-12-01), 919-934 1871-1502 8:4<919 2013 8 11422 https://doi.org/10.1007/s11422-013-9518-3 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11422-013-9518-3 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- LópezLeiva Carlos Department of Language, Literacy and Sociocultural Studies, College of Education, University of New Mexico, MSC05-3040, 1 University of New Mexico, 87131-0001, Albuquerque, NM, USA aut NATIONALLICENCE 700 1- Torres Zayoni Department of Curriculum and Instruction, College of Education, University of Illinois at Chicago, 1040 West Harrison Street M/C 147, 60607, Chicago, IL, USA aut NATIONALLICENCE 700 1- Khisty Lena Department of Curriculum and Instruction, College of Education, University of Illinois at Chicago, 1040 West Harrison Street M/C 147, 60607, Chicago, IL, USA aut NATIONALLICENCE 773 0- Cultural Studies of Science Education Springer Netherlands 8/4(2013-12-01), 919-934 1871-1502 8:4<919 2013 8 11422 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer