|
Showing 1 - 3 of
3 matches in All Departments
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.
One of the boys in the group responded, "That's so smart! That's so
smart! That's what we should do!" Complex Instruction (CI) is a
response to the paradox that group work offers much potential but
often creates circumstances where few students seem to learn. CI is
a set of ideas and strategies that address the problems that
confound group work, but that create powerful learning for
children. This book offers guidance to readers on how to use these
strategies and ideas. The authors describe the lessons they learned
using group work, explain how complex instruction helps
unsuccessful students and analyse how to design assignments that
support group learning - using group-worthy tasks - giving readers
examples of good tasks and help in adapting math problems from
their own curricula.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|