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Every year, significant numbers of immigrant children from Mexico
enter classrooms in the United States. These immigrants comprise a
heterogeneous group of students with diverse needs, abilities, and
experiences. Transnational and Borderland Studies in Mathematics
Education is the first collection to offer research studies across
these communities. Providing invaluable research on both sending
and receiving communities in Mexico and the US, this collection
considers the multiple aspects of children's experiences with
mathematics, including curriculum, classroom participation
structures, mathematical reasoning and discourse - both in and out
of school - and parents' perceptions and beliefs about mathematics
instruction. An important treatment of an insufficiently documented
subject, this collection brings together researchers on both sides
of the border to foster and support an interest in documenting
evidence that will set the stage for future studies in mathematics
education.
"Every year, significant numbers of immigrant children from Mexico
enter classrooms in the United States. These immigrants comprise a
heterogeneous group of students with diverse needs, abilities, and
experiences. Transnational and Borderland Studies in Mathematics
Education is the first collection to offer research studies across
these communities. Providing invaluable research on both sending
and receiving communities in Mexico and the U.S, this collection
considers the multiple aspects of children's experiences with
mathematics, including curriculum, classroom participation
structures, mathematical reasoning and discourse---both in and out
of school---and parents' perceptions and beliefs about mathematics
instruction. An important treatment of an insufficiently documented
subject, this collection brings together researchers on both sides
of the border to foster and support an interest in documenting
evidence that will set the stage for future studies in mathematics
education"--
This edited book is about preparing pre-service and in-service
teachers to teach secondary-level mathematics to English Language
Learners (ELLs) in twenty-first century classrooms. Chapter topics
are grounded in both research and practice, addressing a range of
timely topics including the current state of ELL education in the
secondary mathematics classroom, approaches to leveraging the
talents and strengths of bilingual students in heterogeneous
classrooms, best practices in teaching mathematics to multilingual
students, and ways to infuse the secondary mathematics teacher
preparation curriculum with ELL pedagogy. This book will appeal to
all teachers of ELLs, teacher educators and researchers of language
acquisition more broadly. This volume is part of a set of four
edited books focused on teaching the key content areas to English
language learners. The other books in the set focus on teaching
History and Social Studies, English Language Arts, and Science to
ELLs.
This edited book is about preparing pre-service and in-service
teachers to teach secondary-level mathematics to English Language
Learners (ELLs) in twenty-first century classrooms. Chapter topics
are grounded in both research and practice, addressing a range of
timely topics including the current state of ELL education in the
secondary mathematics classroom, approaches to leveraging the
talents and strengths of bilingual students in heterogeneous
classrooms, best practices in teaching mathematics to multilingual
students, and ways to infuse the secondary mathematics teacher
preparation curriculum with ELL pedagogy. This book will appeal to
all teachers of ELLs, teacher educators and researchers of language
acquisition more broadly. This volume is part of a set of four
edited books focused on teaching the key content areas to English
language learners. The other books in the set focus on teaching
History and Social Studies, English Language Arts, and Science to
ELLs.
The Common Core State Standards (CCSS) have been adopted by most
states in the United States, and mathematics educators must attend
to this widespread adoption and implementation. This book addresses
the gap reflected in the statement, "It is also beyond the scope of
the Standards to define the full range of supports appropriate for
English language learners." This collection of pedagogical
practices supports English language learners with the content and
language demands of the CCSS for Mathematics. Each chapter
highlights, via detailed classroom-based vignettes, specific
pedagogical practices that teachers can use to support English
language learners with the Standards for Mathematical Practices,
and each concludes with questions for reflection and suggestions
for action plans.
The Association of Mathematics Teacher Educators (AMTE) in its 2015
position paper on Equity in Mathematics Teacher Education provides
a list of actions for mathematics teacher educators (MTE's) to help
them develop and implement equitable practices.The position paper
states it is critical that mathematics teacher educators: "Model
equity?based pedagogy that emphasizes rich and rigorous
mathematics; elicit and build on children's and young adults'
mathematical thinking; connect to P?12 students'
cultural/linguistic knowledge and backgrounds as well as individual
interests; facilitate mathematical discourse; minimize status
issues by expanding broader participation and engagement where
varied mathematical strengths are valued; and promote positive
mathematical identity and agency (p. 2)". Cases for Mathematics
Teacher Educators: Facilitating Conversations about Inequities in
Mathematics Classrooms provides an excellent resource to start
conversations describing the enactment of these actions. The book
is organized into three main sections: (1) Conversations About
Inequities in Mathematics Methods Courses, (2) Conversations About
Inequities in Mathematics Content Courses, and (3) Conversations
about Inequities in Graduate and Professional Development Contexts.
Across these sections there are 19 cases and 57 corresponding
commentaries focused on dilemmas that arise when mathematics
teacher educators foreground equity in their work. This book of
cases provides a needed resource for MTEsto engage prospective
teachers, practicing teachers, and future teacher educators in
discussions about inequities, privilege, and oppression in society,
in schools, and in the mathematics classroom. It is the product of
the thinking and experiences of 87 authors who are committed to the
improvement of mathematics teacher education.
The Association of Mathematics Teacher Educators (AMTE) in its 2015
position paper on Equity in Mathematics Teacher Education provides
a list of actions for mathematics teacher educators (MTE's) to help
them develop and implement equitable practices.The position paper
states it is critical that mathematics teacher educators: "Model
equity?based pedagogy that emphasizes rich and rigorous
mathematics; elicit and build on children's and young adults'
mathematical thinking; connect to P?12 students'
cultural/linguistic knowledge and backgrounds as well as individual
interests; facilitate mathematical discourse; minimize status
issues by expanding broader participation and engagement where
varied mathematical strengths are valued; and promote positive
mathematical identity and agency (p. 2)". Cases for Mathematics
Teacher Educators: Facilitating Conversations about Inequities in
Mathematics Classrooms provides an excellent resource to start
conversations describing the enactment of these actions. The book
is organized into three main sections: (1) Conversations About
Inequities in Mathematics Methods Courses, (2) Conversations About
Inequities in Mathematics Content Courses, and (3) Conversations
about Inequities in Graduate and Professional Development Contexts.
Across these sections there are 19 cases and 57 corresponding
commentaries focused on dilemmas that arise when mathematics
teacher educators foreground equity in their work. This book of
cases provides a needed resource for MTEsto engage prospective
teachers, practicing teachers, and future teacher educators in
discussions about inequities, privilege, and oppression in society,
in schools, and in the mathematics classroom. It is the product of
the thinking and experiences of 87 authors who are committed to the
improvement of mathematics teacher education.
A volume in Research in Educational Diversity and Excellence Series
Editors Hersh C. Waxman and Yolanda N. Padron, Texas A&M
University This book that explores the mathematics education of
Latinos/as in 13 original research studies. Each chapter represents
research that grounds mathematics instruction for Latinos/as in the
resources to be found in culture and language. By inverting the
deficit perspective, this volume redresses the shortcomings found
in the previous literature on Latino/a learners. Each study frames
language (e.g. bilingualism) not as an obstacle to learning, but as
a resource for mathematical reasoning. Other chapters explore the
notion of cultural variation not as a liability but as a tool for
educators to build upon in the teaching of mathematics.
Specifically, the book reframes culture as a focus on the
practices, objects, inscriptions, or people that connect
mathematical concepts to student thinking and experiences, both in
and out of school. The book's four sections divide the research:
The first section of the book focuses on mathematic learning in
classrooms, specifically exploring bilingual, Latino/a students;
the second section explores Latino/a learners in communities,
including the role parents can play in advancing learning; the
third section includes chapters focused on teacher professional
growth; the final section concerns the assessment (and
mis-assessment) of Latino/a learners. The research shared in this
volume provides ample evidence that mathematics educators who
choose to ignore language or culture in their pedagogy risk
shortchanging their Latino/a students.
A volume in Research in Educational Diversity and Excellence Series
Editors Hersh C. Waxman and Yolanda N. Padron, Texas A&M
University This book that explores the mathematics education of
Latinos/as in 13 original research studies. Each chapter represents
research that grounds mathematics instruction for Latinos/as in the
resources to be found in culture and language. By inverting the
deficit perspective, this volume redresses the shortcomings found
in the previous literature on Latino/a learners. Each study frames
language (e.g. bilingualism) not as an obstacle to learning, but as
a resource for mathematical reasoning. Other chapters explore the
notion of cultural variation not as a liability but as a tool for
educators to build upon in the teaching of mathematics.
Specifically, the book reframes culture as a focus on the
practices, objects, inscriptions, or people that connect
mathematical concepts to student thinking and experiences, both in
and out of school. The book's four sections divide the research:
The first section of the book focuses on mathematic learning in
classrooms, specifically exploring bilingual, Latino/a students;
the second section explores Latino/a learners in communities,
including the role parents can play in advancing learning; the
third section includes chapters focused on teacher professional
growth; the final section concerns the assessment (and
mis-assessment) of Latino/a learners. The research shared in this
volume provides ample evidence that mathematics educators who
choose to ignore language or culture in their pedagogy risk
shortchanging their Latino/a students.
Access and Equity: Promoting High-Quality Mathematics in Grades
9–12 examines issues related to access, equity, and empowerment
faced by students as they prepare for college, technical schools,
or joining the workforce. Its chapters are organized across three
main themes: Engaging students in equity-based classroom projects
Developing students’ positive mathematical identities Encouraging
teachers to reflect on their own equitable beliefs and practices
Encouraging teachers to reflect on their own equitable beliefs and
practices. Each chapter is designed to show the power of building
on students’ interests, communities, and strengths to engage them
with rigorous mathematics content. This book will help teachers
provide each and every student with the challenging mathematics
education they need for future success, thereby fully implementing
the Access and Equity Principle in NCTM’s Principles to Actions:
Ensuring Mathematical Success for All.
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