Mathematics Teaching & Learning in K-12 Equity and Professional Development

by Foote, Mary Q.

• ISBN13: 9780230622395
• ISBN10: 0230622399
• Format: Hardcover
• Copyright: 2010-06-15
• Publisher: Palgrave Macmillan

Summary

This volume contains a number of studies on professional development that blend issues in mathematics education with issues of equity. The composition of U.S. schools is becoming more diverse while the teaching force remains largely White and middle class. Teachers are thus meeting students who have backgrounds significantly different from their own. Teaching these diverse students effectively involves attending to multiple issues that impact classroom performance, as well as developing multiple knowledge bases including knowledge of content, and knowledge of students and their communities. Professional development must therefore address both mathematics and equity so that student learning can be enhanced.

Author Biography

Mary Q. Foote is an Assistant Professor of Mathematics Education in the Department of Elementary and Early Childhood Education at Queens College-CUNY. Her research interests focus on cultural and community knowledge and practices and how they might inform mathematics teaching practice.

Table of Contents

Preface	p. ix
Acknowledgments	p. xi
Introduction	p. 1
Who is Participating in the Professional Development?: Examining the Trajectories of Teacher Engagement
Bilingual Elementary Teachers' Reflections on Using Students' Native Language and Culture to Teach Mathematics	p. 7
Centering the Teaching of Mathematics on Students: Equity Pedagogy in Action	p. 25
The Power of One: Teachers Examine Their Mathematics Teaching Practice by Studying a Single Child	p. 41
Pursuing "Diversity" as an Issue of Teaching Practice in Mathematics Teacher Professional Development	p. 59
Teacher Positioning and Equitable Mathematics Pedagogy	p. 77
Math Is More Than Numbers: Forging Connections among Equity, Teacher Participation, and Professional Development	p. 93
Using Artifacts to Engage Teachers in Equity-based Professional Development: The Journey of One Teacher	p. 111
Commentary: Part I	p. 129
What Tools Have Proved Effective?: Examining Effective Resources and Vehicles for Addressing the Needs of Teachers and Their Students
Building Community and Relationships that Support Critical Conversations on Race: The Case of Cognitively Guided Instruction	p. 137
Status and Competence as Entry Points into Discussions of Equity in Mathematics Classrooms	p. 151
Creating "Constructive Opportunities": A "How" to Embracing Students' Mathematical Conceptions	p. 167
Using Lesson Study as a Means to Support Teachers in Learning to Teach Mathematics for Social Justice	p. 181
Keeping the Mathematics on the Table in Urban Mathematics Professional Development: A Model that Integrates Dispositions toward Students	p. 199
Commentary: Part II	p. 219
References	p. 225
Notes on Contributors	p. 239
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