My research interests include exploring the relationship between language and mathematics, teaching math to English learners and bilingual students, mathematics class discussion, word problem comprehension, writing mathematical explanations, issues of equity in mathematics, and elementary teacher education.
Ph.D. in Education, emphases in Language, Literacy and Culture & Math Education, UC Davis (2017)
Post Doctoral Researcher (current): Distinguishing Between Low English Proficiency and Learning Disabilities: Developing a Valid Classification System for All English Language Learners. PIs Jamal Abedi & Robert Bayley
Research Consultant for Wested: Electronic Test of Early Numeracy eTEN): Developing and Norming an Assessment for Students Age 3-8 in English and Spanish. PI Betsy McCarthy
Language and Culture Autobiography Project (LCAP): Exploring prospective teachers’ beliefs about language through self-reflexiv inquiry. PI Steve Athanases, with Danny Martinez and Joanna Wong
GSR for Formative Assessment in Mathematics (FAM); PI Jamal Abedi. Project website: http://www.famproject.net
GSR for Strategic Alliance: Research and professional development focused on students’ mathematical thinking and student explanations, as developed through classroom discussions in grades K-6; PI Rebecca Ambrose.
Lecturer for Credential/MA Program (current):
EDU 206B Inquiry into Classroom Practice: Application of Teacher Research Approaches
EDU 206C Inquiry Into Classroom Practice: Study Design
EDU206D Inquiry Into Classroom Practice: Data Analysis and Data Reporting
Banes, L. C., López, G., Skubal, M., & Perfecto, L. (2017) Co-constructing Written Explanations. Mathematics Teaching in the Middle School.
Wong, J. W., Athanases, S. Z., Banes, L. C. (2017). Developing as an agentive bilingual teacher: Self-reflexive and student learning inquiry as teacher education resources. International Journal of Bilingual Education and Bilingualism, 1-17.
Banes, L. C., Ambrose, R., Bayley, R., Restani, R., & Martin, H. (in press). Mathematical classroom discussion as an equitable practice: Effects on elementary English learners’ performance. Journal of Language, Identity, and Education.
MacDonald, L. & Banes, L. C. (2017). More than words: Struggling readers’ comprehension of word problems. Journal of Teacher Action Research, 3(3), 24-39.
Mainini, M. & Banes, L. C. (2017). Differentiating instruction to increase conceptual understanding and engagement in mathematics. Journal of Teacher Action Research
Banes, L. C., Martinez, D. C., Athanases, S. Z., & Wong, J. W. (2016). Self-Reflexive Inquiry into Language Use and Beliefs: Toward More Expansive Language Ideologies. International Multilingual Research Journal. Link to article
Athanases, S. Z., Banes, L. C., & Wong, J. W. (2015). Diverse language profiles: Leveraging resources of potential bilingual teachers of color.Bilingual Research Journal, 38(1), 65-87. Link to article.
Athanases, S., Wong, J., Banes, L. (forthcoming). Self-Reflexive Inquiry into Language History, Repertoires, and Ideologies: Tapping and Leveraging Resources for Future Language Teaching. In C. J. Craig (Ed.), The Career Trajectories of English Language Teachers. Oxford Studies in Comparative Education.
Justice, Donna. (2013, February). Bringing English Learners into the Math Discussion. UC Davis SoE – Enewsletter, Research. Link to article