Improving Access to Mathematics

by Nasir, Nailah Suad; Cobb, Paul

• ISBN13: 9780807747285
• ISBN10: 0807747289
• Format: Paperback
• Copyright: 2006-12-30
• Publisher: Teachers College Pr

Summary

Key experts with extensive research and classroom experience examine how the multiple dimensions of race, class, culture, power, and knowledge interact in mathematics classrooms to foster and create inequities. Chapters explore new theoretical perspectives, describe successful classroom practices, and offer insights into how we might develop an effective sociocultural approach to equity in math education.

Table of Contents

Series Foreword	p. vii
Preface	p. xi
Introduction	p. 1
Research, Reform, and Equity in U.S. Mathematics Education	p. 10
Paying the Price for "Sugar and Spice": Shifting the Analytical Lens in Equity Research	p. 24
(Re)Defining Equity: The Importance of a Critical Perspective	p. 37
"So One Question Leads to Another": Using Mathematics to Develop a Pedagogy of Questioning	p. 51
Transactions of Mathematical Knowledge in the Algebra Project	p. 69
Bilingual Mathematics Learners: How Views of Language, Bilingual Learners, and Mathematical Communication Affect Instruction	p. 89
Building on Community Knowledge: An Avenue to Equity in Mathematics Education	p. 105
Social Valorization of Mathematical Practices: The Implications for Learners in Multicultural Schools	p. 118
Identity, Goals, and Learning: The Case of Basketball Mathematics	p. 132
Mathematics Learning and Participation in the African American Context: The Co-construction of Identity in Two Intersecting Realms of Experience	p. 146
Culture, Identity, and Equity in the Mathematics Classroom	p. 159
References	p. 173
About the Contributors	p. 195
Index	p. 201
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