TEEM Volume 1 2009

 

p4 Framing Equity: Helping Students “Play the Game” and “Change the Game”
Rochelle Gutiérrez

Astract:   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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p9 A Reflection on my Work with Latino Parents and Mathematics
Marta Civil

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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p14 Advancing Equity and High Quality Mathematics Education with Actions Drawn from Ethnomathematics
Fredrick L. “Rick” Silverman, Gary H. Fertig, Jennifer Harding-DeKam, & Susan Conklin Thompson

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.

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p18 Communicating Mathematically: English Language Learners in the Mathematics Classroom
Debra Coggins, Drew Kravin, Grace Dávila Coates, & Maria Dreux Carroll

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."

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p22 Equity, Social Justice, and the Mission of TODOS: Connections and Motivations
Larry Lesser

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.

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p28 Mayan Mathematics: Connecting History and Culture in the Classroom
Joseph M. Furner

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.

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p34 Improving the Teaching and Learning Culture of Mathematics for Immigrant Children
Guillermo Mendieta

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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p38 Lesson Study: Collaboration among Middle School Mathematics Teachers of Latino Students
Cynthia O. Anhalt, Laura Farias, Salvador Farias, Josie Olivas, & Melanie Ulliman

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.