 From the Editors (p. 5) Christa Jackson, Iowa State University Sarah A. Roberts, University of California Santa Barbara Abstract: Secondary mathematics preservice teachers (PSTs) in mathematics methods courses at three different universities interpreted and responded to five quotations related to issues of equity in mathematics education. PSTs engaged with the quotations both individually, in writing, and as a whole class, in an inner-outer circle discussion. We used Gutiérrez’s (2009) dimensions of equity (access, achievement, identity, and power) to examine PSTs’ responses. Along with other course work, this activity created a space where PSTs were able to discuss issues of equity that could affect their future mathematics instruction. Ji-Yeong I, Iowa State University Zandra de Araujo, University of Missouri Abstract: Teachers have to make many in-the-moment decisions when teaching. We investigated one teacher’s decisions in response to the difference between the intended meaning of a mathematical problem and her student’s understanding. The student—an English language learner—had a different interpretation of the mathematical scenario related to one particular clause in the problem that was, ironically, intended to be explanatory but ended up obscuring intended meaning and therefore impacted the student’s solution. In order to reflect on the teacher’s decisions, we include a vignette that illustrates the teacher’s tensions when making her instructional decisions. The vignette is followed by the teacher’s rationale for her decisions and an analysis of the episode. We invite readers to participate in her decision-making process and explore impacts of each decision. A Framework for Modifying Mathematics Tasks for Accessibility (p. 23) Walter G. Secada, University of Miami Edwing Medina, University of Miami Mary A. Avalos, University of Miami Abstract: For our work in Language in Mathematics, we developed a framework for analyzing mathematics tasks along lines of mathematics concepts, mathematics practices, contexts, and language demands. By referencing these features, we worked across our distinct academic specializations of mathematics education and language/literacy education more easily. They also helped us to draw important distinctions between task characteristics (concepts and practices) that cannot be modified without changing what is being assessed mathematically; and those that can be changed (context and language demands) as long as the changes are done with care. We share our framework, which can be used for curricular and instructional purposes, in hopes it can help other educators to work cross disciplinary areas for improving the accessibility of mathematics tasks more generally. TODOS 2016-17 Leadership (p. 30) |
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