Full 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.
Contents
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
