RESEARCH PROJECTS

Promoting Math Language in Dual Language Learners through Picture Books: Evaluating Technological Supports for Dialogic Reading

I am collaborating with Dr. David Purpura's Lab to design and develop a culturally and linguistically appropriate math e-book. I designed and implemented culturally sustaining participatory designing sessions to explore parents' beliefs and attitudes on math e-books. I explored Latine parents' dynamics and relationships with math books to inform the future design of math e-books, including dialogic reading questions that will be used in a randomized control trial (RTC) design in Fall 2024.

Role of Oral Language in Mathematics Learning: A Study of Bilingual Latine Families and Children

I received the NAEd and Bill and Melinda Gates Foundation EMERG Grant to use a mixed-method approach within a qualitative framework, the project includes an ethnographic study complemented by the Language Environment Analysis (LENA) system. This approach aims to intricately map and analyze the language environments of Latine parent-child pairs. Central to this research is exploring how culturally specific language practices in bilingual Latine households shape their children’s mathematics learning. It investigates the dynamics of bilingual language use and interaction patterns during math-related activities at home.

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Addressing Equity through the Co-Design of an Indigenous Family Math Program

I received the Society for Research in Child Development (SRCD) Transdisciplinary Multi-Sector Collaboration Research Seed Grants to continue to expand my multidisciplinary research by developing and testing a pilot Family Math program to promote high-quality caregiver-child math interactions for Tsötsiles families in Mexico and California. I am collaborating with Dr. Karlena Ochoa from California State University, Fullerton, and the University of Michigan. Our study will examine math practices distinguished by cultural traditions, codes, and linguistic narratives unique to specific cultural groups and divergent from Western, educated, industrialized, rich, and democratic (WEIRD) participants.

PUBLISHED WORK

References and Links to Papers

Selected Publications

Beltrán-Grimm, S. (2024). Latina mothers in participatory action research: Insights and reflections of a mathematics co-design session tool. Qualitative Research. Advanced online publication. https://doi.org/10.1177/14687941241246165

Beltrán-Grimm, S. (2023). No solamente ellos aprenden, aprendemos nosotros también: Latina mothers' experiences with co-design approaches in creating a math activity for their children. Journal of Latinos and Education. Advanced online publication. Journal of Latinos and Education, 23(3), 1089–1108. https://doi.org/10.1080/15348431.2023.2252506

Alvarez-Vargas, D., Lopez Perez, J.P., Bermudez, V., Beltrán-Grimm, S., Santana, E., Begolli, K., Bustamante, A. S. (2023). Evidence-based designs for physically active and playful math learning. Theory into Practice, 62(2), 166–180. https://doi.org/10.1080/00405841.2023.2202131

Beltrán-Grimm, S. (2022). Latina mothers’ cultural experiences, beliefs, and attitudes may influence children’s math learning. Early Childhood Education Journal, 1–11. https://doi.org/10.1007/s10643-022-01406-2

Beltrán-Grimm, S., Beckett, C., & Khan, T. (2022). Using the Core of Public Media's Mission to Serve Children and Families from Latine Communities in the U.S. during the COVID-19 Pandemic In Y. Friesem, U. Raman, I. Kanižaj, G. Choi (Eds.), The Routledge handbook on media education futures post-pandemic (pp. 58-82). Routledge. https://doi.org/10.4324/9781003283737

Friesem, Y., Goggin, G., Ellis, K., Lawrence, L., Nagashima, Y,... Beltrán-Grimm, S., & Beckett, C. (2022). Intercultural dialogue: Inclusive Practices. In Y. Friesem, U. Raman, I. Kanižaj, G. Choi (Eds.), The Routledge handbook on media education futures post-pandemic (pp. 83-82). Routledge. https://doi.org/10.4324/9781003283737

Khan, T., Beckett, C., Beltrán-Grimm, S., and Hicks, S. (2022). Community-informed STEM teaching strategies for early childhood educators during COVID. Connected Science Learning 4(4). https://doi.org/10.1080/24758779.2022.12318649

Khan, T. & Beltrán-Grimm, S. (2020). Re-imagining the role of families as equal partners in STEM learning. Connected Science Learning, 2(4). https://doi.org/10.1080/24758779.2020.12318716