Abstract: This article introduces a framework for equity that entails the dimensions of Access, Achievement, Identity, and Power. Beyond knowledge and skills, teachers need an “equity stance” that embraces and works to balance the tensions between these four dimensions.
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Abstract: This article describes research from different parental engagement projects in mathematics. Through Latino/a parents’ voices, we learn about their beliefs and values about mathematics education and these findings can inform those who work with students or parents.
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Abstract: This article advocates for the (not yet common) goal of mathematics education to advance peace, harmony, and respect among people and, consequently, to reduce discord. This outcome can be accomplished by utilizing Ethnomathematics, and we offer suggestions for cultivating an Ethnomathematics orientation and employing associated classroom practices.
Abstract: This article explores the essential role of communication and language in learning mathematics. Implications for English language learners taught primarily by English-speaking teachers are highlighted. In this paper (and their related book), the authors advocate regular use of pedagogical strategies such as "help English learners talk-to-learn during mathematics lessons" and "provide mathematical and organizational representations."
Abstract: Equity and social justice are shown to be intertwined with each other and with the TODOS mission. Also, Shaughnessy (2007) and the author’s pilot survey of in-service secondary teachers suggest interaction (or even interference) between students’ prior concepts of fairness and certain mathematics/statistics topics. Recommendations for exploration are provided.
Abstract: This paper discusses incorporating historical and cultural connections into one’s teaching to bridge cultural gaps, foster appreciation for diversity, and promote sound understanding of mathematics and other cultures’ contributions to mathematics. Studying civilizations such as the Maya helps many young learners appreciate their heritage and the evolution and logic of today’s mathematics.
Abstract: Immigrant children are bombarded with negative messages that impact their beliefs and dispositions about schooling, authority, and themselves. Schools can counteract this by providing instruction that includes strategies such as: faculty discussing challenges immigrant students face, focusing on the big mathematics ideas, using multiple representations, and using generative language.
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Abstract: This lesson study experience occurred within a partnership between mathematics educators and four middle school mathematics teachers of ELLs. The lesson focus was addition of fractions of unlike denominators. The students were given opportunities to think individually and then work with a partner using fraction bars to explain and justify their solutions.
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