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This critical volume responds to the enduring challenge in
mathematics education of addressing the needs of marginalized
students in school mathematics, and stems from the 2015 Annual
Meeting of the North American Group of the Psychology of
Mathematics Education (PME-NA). This timely analysis brings greater
clarity and support to such challenges by narrowing in on four
foci: theoretical and political perspectives toward equity and
justice in mathematics education, identifying and connecting to
family and community funds of knowledge, student learning and
engagement in preK-12 mathematics classrooms, and supporting
teachers in addressing the needs of marginalized learners. Each of
these areas examines how race, class, culture, power, justice and
mathematics teaching and learning intersect in mathematics
education to sustain or disrupt inequities, and include
contributions from scholars writing about mathematics education in
diverse contexts. Included in the coverage: Disrupting policies and
reforms to address the needs of marginalized learners A
socio-spatial framework for urban mathematics education Linking
literature on allywork to the work of mathematics teacher educators
Transnational families' mathematical funds of knowledge
Multilingual and technological contexts for supporting learners'
mathematical discourse Preservice teachers' strategies for teaching
mathematics with English learners Toward Equity and Social Justice
in Mathematics Education is of significant interest to mathematics
teacher educators and mathematics education researchers currently
addressing the needs of marginalized students in school
mathematics. It is also relevant to teachers of related
disciplines, administrators, and instructional designers interested
in pushing our thinking and work toward equity and justice in
mathematics education.
This critical volume responds to the enduring challenge in
mathematics education of addressing the needs of marginalized
students in school mathematics, and stems from the 2015 Annual
Meeting of the North American Group of the Psychology of
Mathematics Education (PME-NA). This timely analysis brings greater
clarity and support to such challenges by narrowing in on four
foci: theoretical and political perspectives toward equity and
justice in mathematics education, identifying and connecting to
family and community funds of knowledge, student learning and
engagement in preK-12 mathematics classrooms, and supporting
teachers in addressing the needs of marginalized learners. Each of
these areas examines how race, class, culture, power, justice and
mathematics teaching and learning intersect in mathematics
education to sustain or disrupt inequities, and include
contributions from scholars writing about mathematics education in
diverse contexts. Included in the coverage: Disrupting policies and
reforms to address the needs of marginalized learners A
socio-spatial framework for urban mathematics education Linking
literature on allywork to the work of mathematics teacher educators
Transnational families' mathematical funds of knowledge
Multilingual and technological contexts for supporting learners'
mathematical discourse Preservice teachers' strategies for teaching
mathematics with English learners Toward Equity and Social Justice
in Mathematics Education is of significant interest to mathematics
teacher educators and mathematics education researchers currently
addressing the needs of marginalized students in school
mathematics. It is also relevant to teachers of related
disciplines, administrators, and instructional designers interested
in pushing our thinking and work toward equity and justice in
mathematics education.
This book builds on the Teachers Empowered to Advance Change in
Mathematics (TEACH Math) project, which was an initiative that
sought to develop a new generation of preK-8 mathematics teachers
to connect mathematics, children's mathematical thinking, and
community and family knowledge in mathematics instruction - or what
we have come to call children's multiple mathematical knowledge
bases in mathematics instruction, with an explicit focus on equity.
Much of the work involved in the TEACH Math project included the
development of three instructional modules for preK-8 mathematics
methods courses to support the project's goals. These activities
were used and refined over eight semesters, and in Fall 2014 shared
at a dissemination conference with other mathematics teacher
educators from a variety of universities across the United States.
Chapter contributions represent diverse program and geographical
contexts and teach prospective and practicing teachers from a
variety of socioeconomic and ethnic backgrounds, in particular
providing accounts of supports, challenges, and tensions in
implementing equity-based mathematics teacher education. The
chapters supply rich evidence and illustrative examples of how
other mathematics teacher educators and professional developers
might make the modules work for their unique practices, courses,
workshops, and prospective teachers/teachers. It promises to be an
important resource for offering guidance and examples to those
working with prospective teachers of mathematics who want to create
positive, culturally responsive, and equity-based mathematics
experiences for our nation's youth.
This book builds on the Teachers Empowered to Advance Change in
Mathematics (TEACH Math) project, which was an initiative that
sought to develop a new generation of preK-8 mathematics teachers
to connect mathematics, children's mathematical thinking, and
community and family knowledge in mathematics instruction - or what
we have come to call children's multiple mathematical knowledge
bases in mathematics instruction, with an explicit focus on equity.
Much of the work involved in the TEACH Math project included the
development of three instructional modules for preK-8 mathematics
methods courses to support the project's goals. These activities
were used and refined over eight semesters, and in Fall 2014 shared
at a dissemination conference with other mathematics teacher
educators from a variety of universities across the United States.
Chapter contributions represent diverse program and geographical
contexts and teach prospective and practicing teachers from a
variety of socioeconomic and ethnic backgrounds, in particular
providing accounts of supports, challenges, and tensions in
implementing equity-based mathematics teacher education. The
chapters supply rich evidence and illustrative examples of how
other mathematics teacher educators and professional developers
might make the modules work for their unique practices, courses,
workshops, and prospective teachers/teachers. It promises to be an
important resource for offering guidance and examples to those
working with prospective teachers of mathematics who want to create
positive, culturally responsive, and equity-based mathematics
experiences for our nation's youth.
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