Download Mathematics Teaching & Learning in K-12: Equity and by M. Foote PDF

By M. Foote

This quantity incorporates a variety of reports on expert improvement that mix matters in arithmetic schooling with problems with fairness. The composition of U.S. colleges is turning into extra different whereas the instructing strength is still mostly White and heart classification. lecturers are hence assembly scholars who've backgrounds considerably diverse from their very own. educating those different scholars successfully consists of getting to a number of matters that effect school room functionality, in addition to constructing a number of wisdom bases together with wisdom of content material, and data of scholars and their groups. specialist improvement needs to hence tackle either arithmetic and fairness in order that scholar studying should be better.

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Extra info for Mathematics Teaching & Learning in K-12: Equity and Professional Development

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Much has been written describing professional development efforts that use student work and incorporate a focus on student thinking in mathematics to support teacher growth and development as teachers of mathematics (Ball, Lubienski, & Mewborn, 2001; Carpenter, Fennema, & Franke, 1996; National Research Council, 2001). Because children’s mathematical thinking develops in the multiple contexts of their lived experience both in and out of school, careful consideration of children’s mathematical thinking and the multiple social contexts in which it develops may support teachers in becoming better teachers of mathematics for all children, including those students from nondominant groups.

All of the teachers individually elected to participate in the project: five teachers participated in both cycles, and it is two of these five teachers that are profiled in this chapter, Mr. Red and Ms. Purple1. Both Mr. Red and Ms. Purple had five or fewer years of teaching experience at that time and had become mathematics teachers through an alternative certification program; in that program, they had studied in my education courses about pedagogy and action research. Both teachers were in their 20s, had accumulated enough undergraduate mathematics credits to qualify for and eventually earned state Grades 7–12 teaching certification.

The study group met for 12 two-hour sessions over the course of one semester. Ten of the 12 study group sessions were devoted to a descriptive review (Himley & Carini, 2000) of one of the target children. These ten sessions were divided into two rounds of five sessions, so that each teacher made two presentations of her student. Participants The participants in the study were six White in-service teachers who at that time worked in the same elementary school in a moderately sized Midwestern school district.

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