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By Mary Q. Foote (eds.)

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Additional resources for Mathematics Teaching and Learning in K-12: Equity and Professional Development

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2005). Norma, Karmen, and Elba understood that in order to empower their students (Cummins, 2001) to learn mathematics they also needed to include their parents, acknowledging what they know, but, at the same time, providing them with resources that supported students’ academic achievement. Even though these teachers knew parental involvement was a central component of children’s learning outcomes and the importance of funds of knowledge in teaching, before our professional development work, what is critical to highlight here is that teachers were working with parents in language arts, not mathematics.

The meetings lasted from a half hour to an hour. Between the two rounds of presentations, each teacher also spent one day shadowing her target child in the school setting. This provided the opportunity for the teacher to observe the child in situations such as lunch and recess, pull-out programs, and special classes such as art and gym, as well as to observe the child in the classroom itself without being a participant in the activity of the classroom. Each teacher was also encouraged to have informal discussions with her target student in order to learn from them about activities outside of school that they participated in and enjoyed.

2. Choose a theme with your partner. Walk the tract and make notes about your theme as it relates to this neighborhood. Discuss your 34 Mathematics Teaching and Learning in K-12 observations with your partner as you go along. You may want to create some sort of graphical representation of your finding. 3. Choose a theme with your partner. Try to talk to as many people as you can to gain information about the theme as it relates to this neighborhood. 4. Walk your tract. Take notes of things of interest as you go along.

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