STEMWorks, LLC
Organization Type
Business/Industry
Discipline/Topic
Equity
Refining a Vision of Ambitious Mathematics Instruction to Address Issues of Equity
Note: A previous version of this paper was presented at the National Council of Teachers of Mathematics Research Pre-Session in San Diego (April 2010) and the Annual Meeting of the American Educational Research Association in Denver (April 2010).
Year
2010
Refining a Vision of Ambitious Mathematics Instruction to Address Issues of Equity
Note: A previous version of this paper was presented at the National Council of Teachers of Mathematics Research Pre-Session in San Diego (April 2010) and the Annual Meeting of the American Educational Research Association in Denver (April 2010).
Year
2010
Learning to Teach Mathematics in Urban High Schools: Untangling the Threads of Interwoven Narratives
In this article, the authors explore learning about equity pedagogy in mathematics by focusing on the experiences of a teacher and teacher educator within the Centering the Teaching of Mathematics on Urban Youth project. One teacher’s story is interwoven as a counterpoint and specific trajectory within the broader narrative provided by the teacher educator. Key themes addressed include the nature of teaching mathematics, identity and position, and developing culturally relevant mathematics pedagogy.
Year
2010
Short Description
In this article, the authors explore learning about equity pedagogy in mathematics by focusing on the experiences of a teacher and teacher educator within the Centering the Teaching of Mathematics on Urban Youth project. One teacher’s story is interwoven as a counterpoint and specific trajectory within the broader narrative provided by the teacher educator. Key themes addressed include the nature of teaching mathematics, identity and position, and developing culturally relevant mathematics pedagogy. The authors’ goal is not to report on the effects of a mathematics teacher professional development program per se, but rather to open the conversation, between teacher and teacher educator, to a broader audience.
Learning to Map and Mapping to Learn
Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.
Year
2011
Short Description
Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.
Resource(s)
Learning to Map and Mapping to Learn
Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.
Year
2011
Short Description
Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.
Resource(s)
Investigating How Setting Up Cognitively Demanding Tasks is Related to Opportunities to Learn in Middle-Grades Mathematics Classrooms
In this paper we focus on what happens when a task is first introduced to students as a crucial phase of instruction. We report on an empirical study of 132 middle grades mathematics teachers' instruction—in particular, the nature of the ways in which they introduced tasks, and the relationship between how they introduced tasks and the nature of students' opportunities to learn mathematics in the concluding whole class discussion.
Year
2011
Short Description
In this paper we focus on what happens when a task is first introduced to students as a crucial phase of instruction. We report on an empirical study of 132 middle grades mathematics teachers' instruction—in particular, the nature of the ways in which they introduced tasks, and the relationship between how they introduced tasks and the nature of students' opportunities to learn mathematics in the concluding whole class discussion.
Equity and Access to High-quality Instruction in Middle School Mathematics (Jackson)
Year
2009
Short Description
The Role of the Institutional Setting in Teachers’ Development of Ambitious Instruction in Middle School Mathematics
Kara Jackson, Paul Cobb, and Kristin McGraner, Vanderbilt University
Three DR-K12 projects report findings on aspects of the institutional setting of teaching that affects teachers’ development of ambitious instructional practices in middle-school mathematics.
Resource(s)
About Standards, Possible Influences of DR-K12, and Synecdoche of X-County (Millman)
Year
2009
Short Description
Join the panelists from the plenary presentation to continue conversations about common standards in each of the STEM disciplines.
Supporting Mathematics Teachers' Development of Ambitious and Equitable Instructional Practices on a Large Scale
Day
Thu
Four DR K-12 projects report findings on the relationship between school and district supports and mathematics teachers’ development of ambitious and equitable instructional practices.
Date/Time
-
Session Type
Panel
Presenters
Session Materials
How can curriculum, professional development, and school and district organizational arrangements, social relations, and material resources be coordinated to support mathematics teachers' development of ambitious and equitable instructional practices?