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Author: Na’ilah Suad Nasir
Publisher: Teachers College Press
ISBN: 0807773069
Category : Education
Languages : en
Pages : 289
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Book Description
In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards. Book Features: Core principles of an equity-centered mathematics program. Examples of how to focus and organize the collaborative work of a math department to develop a shared pedagogy. Student experiences with an equity pedagogy that focuses on building perseverance, flexibility in thinking, and deep conceptual understanding. Connections between reconceptualizing learners and teaching, and achieving deep mathematics learning and equitable outcomes. Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, and Rachel Lotan. “Mathematics for Equity provides a kaleidoscopic view, in the voices of teachers, researchers, and students themselves, of one of the nation’s most ambitious and successful attempts at teaching mathematics for equity. It shows what it takes to create a climate that supports students and teachers in engaging in meaningful mathematical activity—and, alas, how vulnerable such environments are to the wrong kinds of ‘accountability.’ Read it and learn.” —Alan H. Schoenfeld, University of California at Berkeley “Want to fix what's wrong with mathematics instruction in your school? Read this book with your colleagues and do what it inspires you to do. Written by the brave teachers and former students who did it, as well as researchers.” —Phil Daro, writing team, Common Core Standards, Strategic Education Research Partnership
Author: Na’ilah Suad Nasir
Publisher: Teachers College Press
ISBN: 0807773069
Category : Education
Languages : en
Pages : 289
Get Book Here
Book Description
In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards. Book Features: Core principles of an equity-centered mathematics program. Examples of how to focus and organize the collaborative work of a math department to develop a shared pedagogy. Student experiences with an equity pedagogy that focuses on building perseverance, flexibility in thinking, and deep conceptual understanding. Connections between reconceptualizing learners and teaching, and achieving deep mathematics learning and equitable outcomes. Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, and Rachel Lotan. “Mathematics for Equity provides a kaleidoscopic view, in the voices of teachers, researchers, and students themselves, of one of the nation’s most ambitious and successful attempts at teaching mathematics for equity. It shows what it takes to create a climate that supports students and teachers in engaging in meaningful mathematical activity—and, alas, how vulnerable such environments are to the wrong kinds of ‘accountability.’ Read it and learn.” —Alan H. Schoenfeld, University of California at Berkeley “Want to fix what's wrong with mathematics instruction in your school? Read this book with your colleagues and do what it inspires you to do. Written by the brave teachers and former students who did it, as well as researchers.” —Phil Daro, writing team, Common Core Standards, Strategic Education Research Partnership
Author: Julia Aguirre
Publisher:
ISBN: 9780873536899
Category : Educational equalization
Languages : en
Pages : 126
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Book Description
Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics? This book invites K–8 teachers to reflect on their own and their students’ multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices: Going deep with mathematics; leveraging multiple mathematical competencies; affirming mathematics learners’ identities; challenging spaces of marginality; and drawing on multiple resources of knowledge. Special features of the book: Classroom vignettes, lessons, and assessments showing equity-based practices Tools for teachers’ self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u Suggestions for partnering with parents and community organisations End-of-chapter discussion questions
Author: Tonya Gau Bartell
Publisher: Springer
ISBN: 3319929070
Category : Education
Languages : en
Pages : 343
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Book Description
This critical volume responds to the enduring challenge in mathematics education of addressing the needs of marginalized students in school mathematics, and stems from the 2015 Annual Meeting of the North American Group of the Psychology of Mathematics Education (PME-NA). This timely analysis brings greater clarity and support to such challenges by narrowing in on four foci: theoretical and political perspectives toward equity and justice in mathematics education, identifying and connecting to family and community funds of knowledge, student learning and engagement in preK-12 mathematics classrooms, and supporting teachers in addressing the needs of marginalized learners. Each of these areas examines how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities, and include contributions from scholars writing about mathematics education in diverse contexts. Included in the coverage: Disrupting policies and reforms to address the needs of marginalized learners A socio-spatial framework for urban mathematics education Linking literature on allywork to the work of mathematics teacher educators Transnational families’ mathematical funds of knowledge Multilingual and technological contexts for supporting learners’ mathematical discourse Preservice teachers’ strategies for teaching mathematics with English learners Toward Equity and Social Justice in Mathematics Education is of significant interest to mathematics teacher educators and mathematics education researchers currently addressing the needs of marginalized students in school mathematics. It is also relevant to teachers of related disciplines, administrators, and instructional designers interested in pushing our thinking and work toward equity and justice in mathematics education.
Author: Constantinos Xenofontos
Publisher: IAP
ISBN: 1641137304
Category : Education
Languages : en
Pages : 250
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Book Description
Following in the steps of the socio-political turn of the discipline, Equity in Mathematics Education: Addressing a Changing World emerged as a response of the editor and the chapter authors to the enormous changes that have in the last years occurred at a global level (for example, the ongoing war in Syria, the political [in]actions of powerful nations to fight climate change, the rise of far-right parties in many countries around the world, and so on). In recent years, massive migration waves from the Middle East have caused significant demographic changes to many European countries, Canada and the US, that are reflected in schools and classrooms. These observations have led this book’s contributors to reconsider the concept and/or practice of equity, and its related concept, social justice, and the role of mathematics education research in addressing and promoting a fairer world. Contrary to other, perhaps highly specialized books concerned with similar topics, this book aims to provide a smooth, yet deep introduction to those who are new to this research area. Equity in Mathematics Education: Addressing a Changing World contributes to the understanding of equity and its complex relations to mathematics education. It is anticipated that it will support individuals in teaching, educational research, policy making and planning, and teacher education, in becoming more aware of the interplay between school mathematics and socio-political issues that, ultimately, impacts the lives of learners and their communities, teachers as practitioners and as citizens, the wider society, and the world as a whole. Even though each chapter can be read independently of others, an engagement with all chapters in this volume will provide readers with a solid holistic understanding of the research territory of equity and mathematics education.
Author: Pam Seda
Publisher: Dave Burgess Consulting
ISBN: 9781951600808
Category :
Languages : en
Pages : 230
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Book Description
Choosing to See: A Framework for Equity in the Math Classroom By Pamela Seda and Kyndall Brown Most of the top jobs for the future require students to have a strong foundational understanding of mathematics. Our failure to mathematically educate most students in general, and students of color in particular, is bad not only for these students individually but also for our society. In Choosing to See, Pamela Seda and Kyndall Brown offer a substantive, rigorous, and necessary set of interventions to move mathematics education toward greater equity, particularly in serving the needs of Black and Brown students, who are underrepresented and underserved as math scholars. The authors' thoughtful ICUCARE equity framework serves as a lens to help teachers see where they are achieving this alignment and where they are not. Through this lens, choosing to see means caring enough about what you see to act. It means accepting that every one of your students can be an expert given the opportunity. It means recognizing negative stereotypes about marginalized students and understanding their effects. It means knowing that your students have rich lives outside the classroom that can inform what you do inside the classroom. And it means recognizing and celebrating their human dimensions, so that all students' strengths, capabilities, and talents can grow. "A provocative and practical read! Seda and Brown remind us that equity is not a destination but a journey we take together with our students, their families, and our colleagues." DR. TRENA L. WILKERSON, professor, Department of Curriculum and Instruction, Baylor University, president, NCTM "It's one thing to embrace Standards for Mathematics Practices (SMP) but quite another to see the human potential of minoritized children and teach them in ways that ensure they actually succeed. The authors of this book share rich personal stories that not only help teachers to see their students but to also perceive who they are and what they can become." JACQUELINE LEONARD, professor of Mathematics Education, University of Wyoming "Choosing to See is the emotional and spiritual journey that all math educators need to embark on wholeheartedly. The book is a timely primer that takes the deep and complex issue of race and systemic bias in the mathematical experiences of Black students and presents them with unflinching clarity and candor." SUNIL SINGH, author of Pi of Life "This book helps close the gap between recognizing that we can do more to make math classrooms equitable and actually having a plan for how to do it. Pamela and Kyndall are respected leaders in the mathematics education community and help unpack the problems we may not be aware of as well as solutions for addressing them." ROBERT KAPLINSKY, author of Open Middle Math
Author: Walter G. Secada
Publisher: Cambridge University Press
ISBN: 9780521477208
Category : Education
Languages : en
Pages : 380
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Book Description
This book examines equity from the standpoint of mathematics education - an excellent forum for the topic, since the results are quantifiable and the disparity in performance is stark.
Author: Helen Featherstone
Publisher: National Council of Teachers of English
ISBN: 9780873536561
Category : Mathematics
Languages : en
Pages : 147
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Book Description
One of the boys in the group responded, “That’s so smart! That’s so smart! That’s what we should do!” Complex Instruction (CI) is a response to the paradox that group work offers much potential but often creates circumstances where few students seem to learn. CI is a set of ideas and strategies that address the problems that confound group work, but that create powerful learning for children. This book offers guidance to readers on how to use these strategies and ideas. The authors describe the lessons they learned using group work, explain how complex instruction helps unsuccessful students and analyse how to design assignments that support group learning - using group-worthy tasks - giving readers examples of good tasks and help in adapting math problems from their own curricula.
Author: Sandra Crespo
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages :
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Book Description
Author: Anthony M. A. Fernandes
Publisher:
ISBN: 9781680540062
Category : Curriculum planning
Languages : en
Pages :
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Book Description
Author: M. Foote
Publisher: Palgrave Macmillan
ISBN: 9781349384136
Category : Education
Languages : en
Pages : 242
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Book Description
The continuing gap in achievement between traditionally underserved students (students of color, English learners, and poor children) and their middle-class white peers, however, has provoked questions of the effectiveness of current mathematics teaching practices for meeting the needs of these students.
