|Marta Civil -
of Mathematics - The University of Arizona
PhD - University
of Illinois at Urbana-Champaign
Department of Mathematics
617 N. Santa Rita
The University of Arizona
Tucson, AZ 85721 - 0089
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- My research in mathematics education spreads over two areas:
and equity in mathematics education. In particular my focus is on a
approach to the mathematics education of ethnic and language minority
(school age and adults).
- My overall research interest in teacher education is in the area
teachers' (preservice and practicing) understanding of and beliefs
mathematics, its teaching and its learning. Four of my current /
recent research projects are:
- CEMELA (Center
for the Mathematics Education of Latinos/as) is a NSF-funded Center for
Learning and Teaching. It is an interdisciplinary, multi-university
consortium (The University of Arizona, University of California Santa
Cruz, University of Illinois at Chicago, The University of New Mexico)
focused on the research and practice of the teaching of mathematics to
Latino/a students in the United States. CEMELA brings together together
experts in mathematics education, mathematics, language, and culture to
collaboratively work on improving the mathematics education of
low-income Latino/a students.
- MAPPS (Math and
Parent Partnerships in the Southwest) is a
project on parental involvement in mathematics education.The project
involve leadership development for teams of parents and
Math for Parents mini courses and Math Awareness Workshops open to all
parents / family members in the district community.
- Girls in the SYSTEM
(Sustaining Youth in Science, Technology,
and Mathematics) is a NSF-funded project that seeks to improve
technology, engineering and mathematics (STEM) education for girls in
3 - 8, especially Mexican American, Native American and economically
girls in southern Arizona.
- Project Bridge
(Linking home and school: A bridge to the many
mathematicsis a research endeavor that combines professional
for a small number of teachers/researchers and the development of
innovations in mathematics instruction. A basic premise in project
is a rejection of the deficit model for the education of minority and
students(i.e. a model that assumes these students lack adequate
and background for formal schooling). Instead we capitalize on the
that these students bring to the classroom (uncovered through
household visits) and work on developing mathematically rich learning
that build on these children's experiences. This project is funded by
U.S. Department of Education/OERI.
- I have taught precalculus, mathematics courses for business
mathematics courses for elementary and secondary education majors, and
for practicing teachers. My most frequent teaching assignment is
education courses. I have developed and taught several courses for
elementary and middle school teachers (algebra, geometry, and
in mathematics teaching and learning). I also teach graduate level
courses on research in mathematics education. I am particularly
participatory approaches to the teaching of mathematics. My teaching
involves small group discussions, hands on activities, and use
- Teaching Page
Selected Publications and Papers
Links of Interest
- Civil, M. (1993). Prospective elementary teachers' thinking about
mathematics. Journal of Mathematical
- Civil, M. (1995). Listening to students' ideas: Teachers
mathematics. Proceedings of the
Nineteenth Annual Conference of the International
Group for PME, Recife, Brazil, July 1995.
- Civil,M. (1998). Mathematical communication through small group
In M. Bartolini-Bussi, A. Sierpinska, and H. Steinbrig (Eds.), Language
and Communication in the Mathematics Classroom, (pp. 207-222).
- Civil, M. (1999). Parents as resources for mathematical
M. van Groenestijn & D. Coben (Eds.), Mathematics as part of
learning (Proceedings of the
international conference of 'Adults
Learning Maths - A research forum', Utrecht, Netherlands, July
London, UK: Goldsmiths College.
- Civil, M., Planas, N., & Fonseca, J.D. (2000). La
la diversidad en el aula de matemáticas: haci una
pedagógica y matemática [Paying attention to diversity in
the mathematics classroom: Towards pedagogical and mathematical
participation]. Uno: Revista de
Didáctica de las Matemáticas, 23, 29-42.
- Civil, M., Andrade, R., & Anhalt, C. (2000). Parents as
mathematics: A different look at parental involvement. In M.L.
(Ed.), Proceedings of the Twenty
Second Annual Meeting of the North American
Chapter of the International Group for the Psychology of Mathematics
(Vol. 2, 421-426). Columbus, OH: ERIC Clearinghouse.
- Civil, M. (2000). Parents as
Learners of Mathematics. In
S. Johnson & D. Coben (Eds.)
(2000), Proceedings of the sixth
international conference of Adults Learning Mathematics - A Research
Hallam University, England,
July 1999, (pp. 141-147). Nottingham,
UK: CEP, University
- Civil, M. & Kahn, L. (2001) Mathematics instruction developed
a garden theme. Teaching Children
Mathematics, 7, 400-405
- Kahn, L. & Civil, M. (2001). Unearthing the mathematics of a
garden. In E. McIntyre, A. Rosebery, & N. González (Eds.) Classroom
Diversity: Connecting School to Students' Lives (pp. 37-50).
- González, N., Andrade, R., Civil, M., & Moll, L.C.
funds of distributed knowledge: Creating zones of practices in
mathematics. Journal of Education
for Students Placed at Risk, 6,
- Civil, M. (2001). Adult learners of mathematics: Working with
In G. E. FitzSimons, J. O'Donoghue, D. Coben (Eds.), Adult and Lifelong
Education in Mathematics (pp. 201-210 ). Melbourne, Vic.
- Civil, M. (2001). Redefining Parental
Involvement: Parents as Learners
of Mathematics. Paper presented at the
NCTM Research Presession. Orlando, FL, April
- Civil, M.
(2001). Mathematics for Parents:
Issues of Pedagogy and
Content. In Proceedings of the Eighth International Conference of
Adults Learning Maths – A Research
Forum. Roskilde University, Denmark, June
M.& Andrade, R. (2002). Transitions between home and school
mathematics: rays of hope amidst the passing clouds. In G. de Abreu,
Bishop, N.C. Presmeg (Eds.), Transitions
between contexts of mathematical
practices (pp. 149-169). Dordrecht: Kluwer.
- Civil, M. (2002). Everyday Mathematics, Mathematicians'
School Mathematics: Can We Bring Them Together? In M. Brenner and J.
(Eds.), Everyday and academic
mathematics in the classroom. Journal of
Research in Mathematics Education Monograph #11 (pp. 40-62).
- Anhalt, C., Allexsaht-Snider, M. & Civil, M. (2002). Middle
Mathematics Classrooms: A Place for Latina Parents’ Involvement. Journal
of Latinos and Education, 1(4),
- Planas, N. & Civil, M. (2002) Understanding interruptions in
classroom: Implications for equity. Mathematics
Education Research Journal, 14(3),
- Civil, M. (2002). Culture and mathematics: A community approach. Journal
of Intercultural Studies, 23,
- Civil, M., Quintos, B., & Bernier, E. (2003, April). Parents
as Observers in the Mathematics Classroom: Establishing a Dialogue
Between School and Community. Paper presented at the NCTM research
presession, San Antonio, TX.
- Civil, M. (2003). Adult learners of mathematics: A look at issues
of class and culture. In J. Evans, P. Healy, D. Kaye, V. Seabright,
& A. Tomlin (Eds.), Policies and practices for adults learning
mathematics: opportunities and risks. Proceedings of the 9th
International Conference of Adults Learning Mathematics (ALM9) - A
Research Forum (pp. 13-23) (invited plenary lecture). Stevenage,
UK: Avanti Books.
- Civil, M. & Andrade, R. (2003). Collaborative practice with
parents: The role of the 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.
- Bratton, J., Quintos, B., & Civil, M. (2004, March). Collaboration between researchers and
parents for the improvement of mathematics education. Paper
presented at the 1st Annual Binational Symposium of Education
Researchers, Mexico City, Mexico.
- 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 (ZDM), 37 (2), 81-89.
- Quintos, B., Bratton, J., & Civil, M. (2005, February). Engaging
with Parents on a Critical Dialogue About Mathematics Education.
Paper presented at the Fourth Congress of the European Society for
Research in Mathematics Education, February 17-21, 2005, Sant Feliu de
- Civil, M., Bratton, J., & Quintos, B. (2005). Parents and
mathematics education in a Latino community: Redefining parental
- Civil, M. & Quintos, B. (2006). Engaging families in
children’s mathematical learning: Classroom visits with Latina mothers.
New Horizons for Learning Online
- Civil, M. & Bernier, E. (2006). Exploring images of parental
participation in mathematics education: Challenges and possibilities. Mathematical Thinking and Learning, 8(3),309-330.
- Civil, M. (2006, May).
Working towards reform in mathematics education: Parents’, teachers’,
and students’ views of “different.” Invited Keynote talk at
the Third ACCLAIM Research Symposium, Cherry Valley Lodge, OH, May
- Civil, M. (2006). Working towards equity in mathematics
education: A focus on learners, teachers, and parents. In S. Alatorre,
J.L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the Twenty Eighth Annual
Meeting of the North American Chapter of the International Group for
the Psychology of Mathematics Education (Vol. 1, 30-50).
Mérida, Mexico: Universidad Pedagógica Nacional.
- Civil, M. (2007). Building on community knowledge: An avenue
to equity in mathematics education. In N. Nassir & P. Cobb (Eds.), Improving access to mathematics: Diversity
and equity in the classroom. (pp. 105-117). New York, NY:
- Civil, M., Planas, N., & Díez-Palomar, J. (2007,
September). The Mathematics
Education of Immigrant Students From Their Parents’ Perspective (La
Educación Matemática de los Alumnos Inmigrantes Desde la
Perspectiva de sus Padres). Paper presented at the Second
International Conference on Ethnography and Education: Migrations and
Citizenships, Barcelona, Spain.(in Spanish)
- Quintos, B. & Civil, M. (2007, September). Parental engagement as a boundary
practice in a classroom community of practice: Implications for
Latina/o students’ mathematical learning. Paper presented at
International Conference on Ethnography and Education: Migrations and
Citizenships, Barcelona, Spain.
- Civil, M., Díez-Palomar, J.,
Menéndez-Gómez, J. M., Acosta-Iriqui, J. (2008, March). Parents’ interactions with their children
when doing mathematics. Paper presented at the Annual Meeting
of the American Educational Research Association (AERA), New York, NY.
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