TEEM 4 - 2012

p. 7 Test Scores in the U.S.: Introducing the Data to Pre-service Teachers

Mathew D. Felton

Abstract: I share a lesson in which I engage pre-service K-8 teachers in a mathematics content course in learning about the role of mathematics in understanding inequities in our society. Specifically, the lesson examines disparities in test scores in terms of race/ethnicity and eligibility for free/reduced lunch. I consider what messages this sends to and generates from pre-service teachers about the role of mathematics in understanding our world and I offer possible extensions of the lesson.

p. 15 Interpreting and Using Gestures of English Language Learners in Mathematics Teaching

Anthony Fernandes and Laura McLeman

Abstract: This article describes, through two vignettes, the use of gestures in the context of mathematical task-based interviews with 6th-grade students who are English language learners (ELLs). The first vignette illustrates the students’ gestures associated with the concept of area and perimeter and the second vignette displays the effective use of gestures in supporting the students’ thinking. Implications for teaching are also discussed. 

p. 24 “La Lotería”—Using a Culturally Relevant Mathematics Activity with Pre-service Teachers at a Family Math Learning Event

Olga M. Ramirez and Cherie A. McCollough

Abstract: This paper aims to raise awareness of how university content faculty prepare pre-service teachers to implement culturally relevant math activities involving Hispanic families in an after-school Family Math Learning Event (FMLE). By exploring the game of chance “La Lotería” from Hispanic culture with math objectives appropriate for elementary and middle school grades, this paper illustrates the potential impact on future teachers and Hispanic families participating in the FMLE.