Thanks for a successful conference!
Please find a link to Dr. Ubiratàn D’Ambrosio, Maria do Carmo Santos Domite, Natalia Ruiz Lopez’s video presentation in the overview below.
Welcome to the 2014 Math LEAD Bilingual Education Conference
Please join Math LEAD fellows and notable Bilingual Education leaders in an exploration of research, practices, and policy with respect to academic success for emergent bilingual school children and culturally, linguistically, and socially diverse school children in Connecticut and beyond!
Friday, April 25, 2014
(2:00, Neag faculty only, room 144)
4:30 Opening Remarks
4:45 Math LEAD fellow presentation panel – Andrea Handler-Ruiz, Windham High School; Anthony Brooks, Pulaski Middle School; Makenzie Hurtado, CREC – Medical Professional and Teacher Preparation Academy; Rose Reyes, Windham Center School; Israel Velez, Vinal Technical High School, Middletown; Jonela Karaja, Windsor High School; Cesar de Diego Martinez, Windsor High School; Maria Guijarro, Kaynor Tech
5:45 Dr. Stephen Krashen response
7:45 Dinner (Invited Guests)
Saturday, April 26, 2014
8:45 Coffee/ Check-in
9:15 Opening Remarks
9:30 Keynote: Dr. Stephen Krashen: Developing Academic Language: Not just the easy way but the only way
10:30 Panel response: – Agnes Quiñones, State of Connecticut Latino and Puerto Rican Affairs Commission; Marcus Rivera, Connecticut State Department of Education; Dorothea Anagnostopoulos, Director of Teacher Education; Erica Skoe, Assistant Professor, Department of Speech, Language, and Hearing Sciences; Miriam Morales-Taylor, Director of Student Ser-vices , New London Public Schools
1:00 Dr. Ubiratàn D’Ambrosio, Maria do Carmo Santos Domite, Natalia Ruiz López, Mathematics Education, Culture, and Society
1:45 Charlas/ Breakout sessions with Math LEAD fellows, UConn Faculty, and State Latino Leaders as moderators – Implicaciones de Krashen y D’Ambrosio
Dr. Stephen Krashen is professor emeritus at the University of Southern California, who moved from the linguistics department to the faculty of the School of Education in 1994. He is a linguist, educational researcher, and activist.
Dr. Krashen has published more than 350 papers and books, contributing to the fields of second language acquisition, bilingual education, and reading. He is credited with introducing various influential concepts and terms in the study of second language acquisition, including the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter, and the natural order hypothesis. Most recently, Dr. Krashen promotes the use of free voluntary reading during second language acquisition, which he says “is the mist powerful tool we have in language education, first and second.”
Dr. Krashen is best known for developing a comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach. He is author of The Power of Reading and co-author of Summer Reading: Program and Evidence and English Learners in American Classrooms: 101 Questions, 101 Answers.
Krashen, S. “Access to Books and Time to Read Versus the Common Core State Standards and Tests.” English Journal 103.2 (2013): 21-29.
Krashen, S. “The ELL “Problem” and the Common Core “Solution.” To appear in: Common Core and ELLs/Emergent Bilinguals: A Guide for All Educators, K. Menken, R. Field (Ed.)
Krashen, S. “Developing Academic Language: Some Hypotheses.” Presented at the KAPEE Conference (Korea Association of Primary English Development), Busan Korea, January, 2012
Ubiratàn D’Ambrosio, PhD.
Ubiratàn D’Ambrosio earned his doctorate from the University of São Paulo, Brazil in 1963. He is professor emeritus of mathematics from the State University of Campinas, São Paulo, Brazil in 1993 having behind him an impressive career as teacher, administrator, council member of many societies, including Pugwash, and writer, and he also found time to serve the International Commission on the History of Mathematics (ICHM) for five years. D’Ambrosio is the founder of the Brazilian Society for Mathematics and History of the International Group of Ethnomathematicians. Here he also deals specifically with the history of mathematics in the context of the colonization process.
D’Ambrosio, Ubiratan. “Peace, social justice and ethnomathematics.” International perspectives on social justice in mathematics education 1 (2007): 37.
Doutor em Matemática pela Universidade de São Paulo (1963) e Professor Emérito da Universidade Estadual de Campinas/UNICAMP. Foi Diretor do Instituto de Matemática, Estatística e Ciência da Computação (1972-1980) e Pró-Reitor de Desenvolvimento Universitário da mesma universidade. Atualmente é Professor do Programa de Pós-Graduação em Educação Matemática da UNIAN/Universidade Anhanguera, São Paulo, e Professor Credenciado nos Programas de Pós-Graduação do Instituto de Geociências Exatas da UNESP/Rio Claro, da Faculdade de Educação da USP e do Programas de Pós-Graduação em História da Ciência da PUC-SP.
Plataforma Lattes / CNPq http://lattes.cnpq.br/1531403209010948
Alguns trabalhos disponíveis em
Maria do Carmo Santos Domite
Professor asso-ciado da Faculdade de Educação da Universidade de São Paulo. Atua na área de Educação, com ênfase em Educação Matemática, nas linhas de pesquisa: formulação de problemas, etnomatemática e formação de professores e educaçãoindígena.
Natalia Ruiz López
Licenciada en CC. Matemáticas (Universidad Complutense de Madrid). Doctorada en Innovación y Formación del Profesorado (Universidad Autónoma de Madrid).
Es profesora del área de Didáctica de las Matemáticas en el Departamento de Didácticas Específicas de la Facultad de Formación de Profesorado y Educación (UAM). Imparte docencia fundamentalmente en los grados de Magisterio en Educación Primaria y Magisterio en Educación Infantil. También imparte cursos de formación permanente del profesorado de Primaria y Secundaria en la Comunidad de Madrid.
Pertenece al grupo de investigación Didáctica de las Ciencias Experimentales y las Matemáticas (DICEMA) y colabora con el grupo transdisciplinar Cambio educativo para la Justicia Social (GICE), ambos de la UAM.
Líneas de investigación
– Didáctica de las matemáticas
– Aplicación de las Tics a la enseñanza de las matemáticas
– Software de matemática dinámica (SMD)
– Formación de profesorado
– Enseñanza de las matemáticas para la justicia social
Let Teachers Talk Two is supported by the Math LEAD project, with assistance from the Neag School of Education.
For additional information, please contact Carissa at firstname.lastname@example.org
Printable PDF available here.
Parking: The closest public parking is available in the North Parking Garage and is $2/ hr. Additional parking may be available on campus, but please read the signs describing usage when entering a lot. www.park.uconn.edu
This on-line map of campus can help you find the Gentry Building and the North Parking Garage. www.maps.uconn.edu