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.
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.
MARY Q. FOOTE is Assistant Professor of Mathematics in the Elementary School, Queens College, City University of New York, USA.
Inhaltsangabe
PART I: WHO IS PARTICIPATING IN THE PROFESSIONAL DEVELOPMENT?: EXAMINING THE TRAJECTORIES OF TEACHER ENGAGEMENT Bilingual Elementary Teachers' Reflections on Using Students' Native Language and Culture to Teach Mathematics; S.Celedón-Pattichis, S.I.Musanti & M.E.Marshall Centering the Teaching of Mathematics on Students: Equity Pedagogy in Action; L.H.Rubel The Power of One: Teachers Examine their Mathematics Teaching Practice by Studying a Single Child; M.Q.Foote Pursuing 'Diversity' as an Issue of Teaching Practice in Mathematics Teacher Professional Development; A.Ryu Edwards Teacher Positioning and Equitable Mathematics Pedagogy; A.A.Wager Math is More Than Numbers: Forging Connections among Equity, Teacher Participation, and Professional Development; C.Koehn Using Artifacts to Engage Teachers in Equity Based Professional Development: The Journey of One Teacher; K.M.Ho Commentaries on Part I; K.Brown & M.Franke PART II: WHAT TOOLS HAVE PROVED EFFECTIVE?: EXAMINING EFFECTIVE RESOURCES AND VEHICLES FOR ADDRESSING THE NEEDS OF TEACHERS AND THEIR STUDENTS Building Community and Relationships that Support Critical Conversations on Race: The Case of Cognitively Guided Instruction; D.Battey & A.Chan Status and Competence as an Entry Point into Discussions of Equity in Mathematics Classrooms; V.M.Hand, J.Quindel & I.Esmonde Creating 'Constructive Opportunities': A 'How' to Embracing Students' Mathematical Conceptions; V.R.Pitts Bannister, G.J.Mariano & C.D.Hall Using Lesson Study as a Means to Support Teachers in Learning to Teach Mathematics for Social Justice; T.Gau Bartell Keeping the Mathematics on the Table in Urban, Mathematics Professional Development: A Model that Integrates Dispositions towards Students; J.Spencer, J.Park & R.Santagata Commentaries on Part II; M.Franke & K.Brown
PART I: WHO IS PARTICIPATING IN THE PROFESSIONAL DEVELOPMENT?: EXAMINING THE TRAJECTORIES OF TEACHER ENGAGEMENT Bilingual Elementary Teachers' Reflections on Using Students' Native Language and Culture to Teach Mathematics; S.Celedón-Pattichis, S.I.Musanti & M.E.Marshall Centering the Teaching of Mathematics on Students: Equity Pedagogy in Action; L.H.Rubel The Power of One: Teachers Examine their Mathematics Teaching Practice by Studying a Single Child; M.Q.Foote Pursuing 'Diversity' as an Issue of Teaching Practice in Mathematics Teacher Professional Development; A.Ryu Edwards Teacher Positioning and Equitable Mathematics Pedagogy; A.A.Wager Math is More Than Numbers: Forging Connections among Equity, Teacher Participation, and Professional Development; C.Koehn Using Artifacts to Engage Teachers in Equity Based Professional Development: The Journey of One Teacher; K.M.Ho Commentaries on Part I; K.Brown & M.Franke PART II: WHAT TOOLS HAVE PROVED EFFECTIVE?: EXAMINING EFFECTIVE RESOURCES AND VEHICLES FOR ADDRESSING THE NEEDS OF TEACHERS AND THEIR STUDENTS Building Community and Relationships that Support Critical Conversations on Race: The Case of Cognitively Guided Instruction; D.Battey & A.Chan Status and Competence as an Entry Point into Discussions of Equity in Mathematics Classrooms; V.M.Hand, J.Quindel & I.Esmonde Creating 'Constructive Opportunities': A 'How' to Embracing Students' Mathematical Conceptions; V.R.Pitts Bannister, G.J.Mariano & C.D.Hall Using Lesson Study as a Means to Support Teachers in Learning to Teach Mathematics for Social Justice; T.Gau Bartell Keeping the Mathematics on the Table in Urban, Mathematics Professional Development: A Model that Integrates Dispositions towards Students; J.Spencer, J.Park & R.Santagata Commentaries on Part II; M.Franke & K.Brown
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