Titlebook: Mathematics Teaching and Learning in K-12; Equity and Professio Mary Q. Foote Book 2010 Palgrave Macmillan, a division of Nature America In

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Centering the Teaching of Mathematics on Students: Equity Pedagogy in Action The term “urban,” however, takes on multiple meanings in American vernacular as well as educational research discourse. Sometimes it is used as a placeholder for race, so that students from underrepresented groups become “urban youth,” regardless of whether or not they live in a city. Other times,

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The Power of One: Teachers Examine Their Mathematics Teaching Practice by Studying a Single Child 1999; Nieto, 2004). Research indicates that White teachers often have difficulty relating to children who are not White and middle class. A close examination of a child from a nondominant group may provide a base from which White middle-class teachers can develop a sensitivity that can support them

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acquisition

令人發(fā)膩

Math Is More Than Numbers: Forging Connections among Equity, Teacher Participation, and Professionalbility for increasing opportunity and raising student achievement, these settings can be avenues for changes in practice. Professional development can provide teachers with opportunities for active learning that equip them to collectively deepen their understandings and take more assertive roles in

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Using Artifacts to Engage Teachers in Equity-based Professional Development: The Journey of One Teac color. In particular, there is a cadre of mathematics researchers who have begun to interrogate notions of equity and the impact of race. In the process of investigating race’s impact on equity in the mathematics classroom, many questions have surfaced, particularly in the area of teacher developme

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Building Community and Relationships that Support Critical Conversations on Race: The Case of Cognitit started with building a cognitive framework of the development of children’s thinking and carried this cognitive perspective into work with teachers (Carpenter, Fennema, & Franke, 1996). Over the years, some scholars have shifted toward a more situated perspective in working with teachers (Franke

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Creating “Constructive Opportunities”: A “How” to Embracing Students’ Mathematical Conceptionsy developed standards (e.g., NCTM, 1989, 1991, 2000) and reports (NCEE, 1983; NRC, 1989, 1990) that greatly expand expectations for both content knowledge and pedagogy. As a whole, these standards and documents call for a curriculum that prepares all students to be mathematically literate (i.e., to

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Using Lesson Study as a Means to Support Teachers in Learning to Teach Mathematics for Social Justicn (Frankenstein, 1995; Gutstein, 2006). One way to support mathematics teachers in developing mathematics pedagogies for social justice may be to use lesson study, a powerful form of professional development in Japan that is increasingly used in the United States (Lewis & Tsuchida, 1998), to engage