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.
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