Journals.uncc.edu (North Carolina's Urban Research University)
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Honoring Identity and Building Community in the Mathematics Classroom
No full textIdentity is a vital aspect of consideration within the mathematics classroom. This article describes the identity frameworks of figured worlds and rightful presence to help educators make sense of what identity looks like in the mathematics classroom, and how it can be utilized to improve the experience of mathematics learning for all students. By synthesizing these two frameworks, we propose a set of questions to help educators challenge the status quo of what mathematics teaching often is and build towards a classroom community of empowered learners
Using a Two-Way Engagement Community- and Family-Centered Pedagogy to Prepare Pre-Service Mathematics Teachers in a Hispanic-Serving Institution
No full textResearch on effective methods to prepare pre-service teachers (PSTs) in teaching mathematics to K-12 Latin* students has been gaining significant momentum. These efforts have focused, in part, on promoting pedagogical practices that recognize and incorporate the culture and language that K-12 Latin* students and their communities share. As teacher educators, we argue that if we are to further prepare PSTs to serve the needs of such increasingly diversifying K-12 student population, the same pedagogical focus on the learner’s cultural wealth should also be applied to the preparation of PSTs themselves, especially among Latin* PSTs in Hispanic Serving Institutions (HSI) like ours. This paper documents how a university faculty prepared a cohort of Latin* PSTs using a Two-Way Engagement Community- and Family-Centered Pedagogy (CFCP) in a mathematics content course at an HSI. Twenty-four PSTs completed a semester-long mathematics project that involved interviewing local Latin* business owners or managers, interacting with local Latin* families, and presenting their projects at a local symposium. PSTs’ experiences showed that the implementation of the Two-Way CFCP in the mathematics classroom not only strengthened their mathematical content and pedagogy preparation but helped them to recognize their cultural wealth as a valuable educational resource. 
AI from High School to College: Considerations for Faculty Members
No full textThis article explores what students entering college from high school are likely to know about Artificial Intelligence, with a focus on the learning happening in North Carolina public schools. The NC Department of Public Instruction has created guidance on AI education for elementary, middle, and high schools, and this article details some of the main forms of AI instruction that students are likely to encounter. I explore how faculty members in the University of North Carolina System can use an understanding of AI-enhanced teaching practices at the K-12 levels to inform how they approach AI with entering college students
Mayan Mathematics: Connecting History and Culture in the Classroom
No full textThis paper discusses incorporating historical and cultural connections into one’s teaching to bridge cultural gaps, foster appreciation for diversity, and promote sound understanding of mathematics and other cultures’ contributions to mathematics. Studying civilizations such as the Maya helps many young learners appreciate their heritage and the evolution and logic of today’s mathematics
Improving the Teaching and Learning Culture of Mathematics for Immigrant Children
No full textImmigrant children are bombarded with negative messages that impact their beliefs and dispositions about schooling, authority, and themselves. Schools can counteract this by providing instruction that includes strategies such as: faculty discussing challenges immigrant students face, focusing on the big mathematics ideas, using multiple representations, and using generative language
In Memoriam: Martha Aliaga, Advocate for Education and Equity
No full textOn October 15, 2011, the education community lost one of its dear advocates, Martha Aliaga
Learning Language: A Mathematics Educator’s Reflection on Empathy and Privilege
No full textSome educators who are not English language learners (ELLs) do not fully appreciate the struggles and resources ELLs have. This paper, expanded from a reflection in the Spring 2013 newsletter of the North American Study Group on Ethnomathematics (NASGEm), shares a journey of cultivating empathy -- from personal perspective to professional development
Feminist arts and craftivism: Opening spaces for dialogue, respect and recognition in the museum
No full textAbstract
My article explores the potential of the feminist adult education practices in the Museum Frauenkultur Regional - International in Fürth, Germany to create spaces for women to discuss and raise questions about gender but also artistic inequality and difference. I show how we use specific exhibitions and feminist pedagogical approaches to challenge the ongoing Western gendered binary between art and ‘craft’. I also discuss how we curate and present side-by-side works of feminist resistance art and Indigenous women as a means to move away from normative hierarchies. I argue that our combined feminist curatorial and post-colonial pedagogical approaches not only contribute to new understandings and respect for Indigenous artists and women’s collectives of art of resistance, but to the empowerment of visitors from marginalized communities who witness a new vision of equality across our museum.
Keywords: feminist adult education, non-binary hierarchies, art and craft, Indigenous and resistant arts
 
