Craig J. Willey, Indiana University – Purdue University Indianapolis
Stefanie D. Livers, Missouri State University

Abstract: Despite symbolic declarations by leading mathematics education organizations, critical mathematics educators have questioned whether we are serious about preparing teachers to provide equitable mathematics opportunities for children of color. This collaborative self-study of two mathematics teacher educators aimed to examine their own histories, perspectives, and priorities in preparing future mathematics teachers. Our analysis and resulting framework are guided by documents put forth by the National Board of Professional Teaching Standards (NBPTS). We conclude that self-study, or critical interrogation of self, can serve as a model to sharpen a pedagogical focus to serve student groups who have experienced neglect.

Sara Morales, New Mexico State University
Terri Sainz, New Mexico State University
Kathryn Million, Las Cruses Public Schools
Kathe Kanim, New Mexico State University

Abstract: Equity-based practices include positioning students as sources of expertise; distributing authority among students and teachers; and creating authentic experiences that explore mathematical ideas (Aguirre, Mayfield-Ingram & Bernard, 2013). This article describes how positioning, authority, and authentic experiences may empower English Learners (ELs). We worked with two separate Dual Language kindergarten classrooms to generate ideas for effective mathematics teaching so that each child succeeds. Our purpose was to: a) provide teachers opportunities and structures to examine their practices and reflect on how their decisions impact ELs, and b) examine the strategic use of positioning, authority, and authentic math experiences.

Annela Teemant, Indiana University-Purdue University Indianapolis
Brandon J. Sherman, Indiana University-Purdue University Indianapolis
Amy Wilson, Indiana University-Purdue University Indianapolis

Abstract: This paper defines and elaborates on a three-tiered transformative approach to differentiating mathematics instruction for multilingual learners, which includes increasing use of small group instruction, improving the quality of assistance during learning, and creating a culture of recognition that affirms all learners. Using supporting evidence from instructional coaching studies, this paper identifies challenges faced by general education mathematics teachers at each tier of differentiation. While coached elementary and secondary teachers made significant gains in implementing this approach to differentiation, secondary mathematics teachers, in particular, had significantly less growth. Implications for increasing mathematics teachers’ knowledge and skills in differentiating instruction for multilingual learners are addressed.