TEEM Volume 1 2009


Framing Equity: Helping Students “Play the Game” and “Change the Game” (p. 4)b
Rochelle Gutiérrez

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.


A Reflection on my Work with Latino Parents and Mathematics (p. 9)
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.


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.

Communicating Mathematically: English Language Learners in the Mathematics Classroom (p. 18)
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."

Equity, Social Justice, and the Mission of TODOS: Connections and Motivations (p. 22)
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.

Mayan Mathematics: Connecting History and Culture in the Classroom (p. 28)
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.

Improving the Teaching and Learning Culture of Mathematics for Immigrant Children (p. 34)
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.


Lesson Study: Collaboration among Middle School Mathematics Teachers of Latino Students (p. 38)
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.