California State University (CSU): Open Journal Systems
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The Experiencing Scale : An Experiential Learning Gauge of Engagement in Learning
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"Agents of Change": Lessons Learned from the Nation\u27s First Undergraduate Civil Rights Advocacy Clinic
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Coaching and Experiential Learning in an MBA Leadership Certificate Program
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Moving from Dialogue to Deliberation about Campus Diversity, Equity, and Inclusion
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Book Review
Get PDFTeaching Mathematics: A Sourcebook of Aids, Activities, and Strategies, by Max A. Sobel and Evan M.Maletsky, 3rd edition, is hardly a new book, but the third edition differs considerably from its first editionin the 1970s. This book is designed to be used both as a textbook in a methods course for secondaryteachers and also, as the subtitle indicates, as a sourcebook of ideas for teachers. After introductorychapters, The Art of Teaching, Motivation of Mathematical Learning, and Motivating Problem-SolvingInstruction (based on the NCTM’s An Agenda for Action: Recommendations for School Mathematics ofthe 1980s), the remaining chapters are organized by mathematical topics: “numerical concepts,” algebra,geometry, and probability and statistics. A final chapter is devoted to Iteration and Fractal Activities.This organization is reasonable, but the activities presented, interesting though they are, often stray fromit
One Last Circle
Get PDFThis article provides insights and thoughts on next steps that arose from research on a multi-year NSF-funded project, Mathematics and Culture In Micronesia: Integrating Societal Experiences (MACIMISE). The ideas come from my dissertation study, which tracked the difficulties, challenges, struggles, and successes of Project MACIMISE participants. Students in the MACIMISE graduate program were from ten participating Pacific islands and island groups (Hawai`i, Pohnpei, the Republic of the Marshall Islands, American Samoa, Kosrae, Chuuk, Guam, Saipan, Yap, and Palau). Informed by participant reports on new understandings about how their island cultures mathematized their world, a sense of urgency about documenting what is left of their cultures\u27 indigenous knowledge before it disappears, and the conflicts and violations they negotiated while trying to embed indigenous mathematical knowledge and practices within primarily Western-modeled educational settings, I report here on my exploration of the concept of ethnomathematics, particularly on its nature and utility
Beyond Drill & Practice: Using Technology to Assess and Promote Reflection in Elementary Students’ Mathematical Explanations
Get PDFWith increased access to mobile devices and more one-to-one initiatives implemented inclassrooms around the U.S., teachers are seeking ways to integrate the technology into their instruction.Rather than incorporating the technology in ways that engage students in already learned materialthrough games or repetitive drills, it can be used to engage students in more transformative activities andallow teachers to monitor students’ thinking. Screencasting is one such activity. Screencasts, which aredigital recordings of students’ written work and verbal explanations, allow for greater access todocumenting and assessing children’s mathematical understanding. When students generate multiplescreencasts of solution strategies and review their recordings, they have opportunities to reflect on theirunderstanding and teachers can assess in-the-moment students’ mathematical thinking. In this article,screencasting is described to illustrate the process of assessing student thinking and providingopportunities for reflection and revision
Social Justice in Mathematics Education: Acknowledgement-Action-Accountability
Get PDFThe intent of this paper is to illustrate how the work of the California Mathematics Project(CMP) supports the position statement Mathematics Education Through the Lens of Social Justicepublished by TODOS: Mathematics for ALL and the National Council of Supervisors in Mathematics.This paper describes how the Core Value Statement of the CMP aligns with the spirit of the positionpaper and examines four aspects of social justice related to mathematics education: eliminating deficitviews of mathematics learning; eradicating mathematics as gatekeeper; engaging the sociopolitical turn ofmathematics education; and elevating the professional learning of mathematics teachers and leaders with adual focus on mathematics and social justice. This report includes examples of how organizations canimplement the joint position statement through acknowledgement, actions and accountability
Bringing Joy to Uninspired Teachers of Math: Touchstone Strategies, Part 1
Get PDFThe first in a three-part series, this resource describes and illustrates two of eight Touchstone Strategies for teacher educators to use in their work with mathematics teachers. The article explores how to inspire teachers to find the joy in mathematics so they can support their students to do the same. Through a variety of tools, techniques, and helpful hints, the eight touchstone strategies in the series illustrate what high quality mathematics instruction looks like and how teachers can reframe their own thinking about mathematics to create deeper learning opportunities for their students. This piece, Part 1, introduces the collection and describes the first two touchstone strategies: mathematical autobiography and “do” mat