Journals.uncc.edu (North Carolina's Urban Research University)
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Designing for Diversity: Strategies for Embedding Mathematics in Out-of-school Programs for Children in the Elementary Grades
No full textInformal (out-of-school) education, with emphasis on local community and resources, can be particularly beneficial to children from non-dominant cultures. To support integration of more mathematics into such programs, we worked with informal educators based in public libraries (including librarians and after-school educators) to create and make available English and Spanish mathematics activities that they could embed in their daily work with children. We discuss self-reported impacts on informal educators’ math-related attitudes, beliefs, and professional practices
Inclusive and Equitable Early Childhood Teacher Preparation Programs: Recruiting and Retaining Teacher Candidates with Disabilities
No full textInclusive early childhood education teacher preparation programs are tasked with preparing teacher candidates to work with young children with and without disabilities. Yet, many teacher preparation programs continue to function in a medical model of disability, where teacher educators teach candidates to “fix” or “cure” young disabled children. Working from a medical model of disability positions young disabled children as problematic and ostracizes disabled teacher candidates as they see themselves in the very children spoken of by their teacher educators. Instead, practices can be implemented to build on the unique strengths and assets disabled teacher candidates bring to the early childhood field. This call to action has been co-authored by disabled teachers and candidates to highlight the practices teacher educators can instill in their programs with the goal of recruiting and retaining disabled teacher candidates
Feminist re-imaginings of a Victorian brothel: Using a dialogic method between practitioners and academics
No full textMiss Laura’s Social Club is a former Victorian brothel that is the Visitors Center for Fort Smith, Arkansas. While the building has been a popular tourist attraction for the city since the 1990s, the exhibits in the site portray an inaccurately sanitized image of prostitution. A recent change in city leadership prompted a re-evaluation of Miss Laura’s and opened an opportunity to re-imagine the space in ways that would continue to appeal to tourists yet reflect a realistic portrait of the lives of the women workers. Through semi-structured dialogue, two practitioners working at Miss Laura’s and two university researchers imagined the exhibit space in the Front Parlor into a restructured historically accurate narrative. Explorations of feminism, glamorization of prostitution, elitism and the conflict between heritage sites’ roles offer a model for other feminist researchers and practitioners to transform these sites by addressing critically their histories of whitewashing inconvenient gendered truths.
 
Stories of women as a source of inspiration: Exploring the link between the stories we live and the stories we share
No full textIn this article I share three case studies of how three feminist artists told women’s stories in Celje, Slovenia using a storytelling performance, feminist tours, and an acrobatic performance. Through the lens of feminist adult education and gender justice I explored how stories told about women said as much about them as the artists themselves because individual women’s histories, personal circumstances and interests are very much collective experiences and consciousness. Through semi-structured interviews the artists shared how their work aimed to challenge perceptions and dynamics of gender, disrupt stereotypes and broaden knowledge of the historical expectations and limitations women have faced for decades. By illustrating the educational potential of these activities, I offer insights into how the background of the creator influences the creative process
Mathematics Education and Social Justice: A Conversation with Danny Martin
No full textDanny Martin is a professor of Education and Mathematics and University of Illinois Chicago. His groundbreaking scholarship on the mathematics socialization of African Americans has led to seminal pieces on the roles of race, identity, and mathematics education for Black children that critically inform current dialogues about mathematics education and social justice. His work inspires many scholars, teacher educators and teachers working to transform mathematical experiences of young people, especially those historically marginalized in schools. We have known each other for 20 years and have co-authored a book together. He is my friend and colleague, someone I continue to learn with and from in the fight for an equitable and justmathematics education for our nation’s youth. He sat down with me to discuss mathematics education from a lens of social justice. Our conversation expresses evolving views of the mathematics education landscape including why social justice in mathematics education is so important yet challenging; and, what solutions we can radically reimagine as we try to move forward to create the kind of just and humanizing mathematics education we want
Supporting Prospective Teachers in Using Mathematics to Understand Our World
No full textWe, a teacher educator and two of my former students, discuss the role of meaningful real-world connections as a means to creating a more equitable and socially just mathematics curriculum. First, Felton-Koestler describes his use of real-world projects in courses for future teachers. Then Sutherland and Tracy describe their experiences with the projects and give examples of the real-world connections they made. Finally, we consider some of the themes across the prospective teachers’ work and future directions for implementing this form of teaching in teacher education courses
Strategies for Creative Insubordination in Mathematics Teaching
No full textMathematics teaching requires political agility on the part of teachers who must negotiate their contexts in order to advocate for their students. Yet, most teachers of mathematics are not prepared for this work. This article presents a set of strategies that teachers can use in their everyday interactions with administrators, colleagues, parents, and students when political scenarios arise related to mathematics teaching and learning
Why Recreate the Wheel when Collaboration is Key? Implementing Strategies for Success across Student Groups
No full textThis paper explores strategies used in diverse K-12 mathematics classrooms to meet the needs of emergent bilinguals and students with learning disabilities. We do not assume that all students have the same needs but recognize that there is some overlap in research. All students can benefit from a collaborative approach between teachers and specialists, and we explore three strategies that we use in our classrooms. We hope that this paper reduces teachers’ stress by demonstrating how some strategies can be implemented to teach mathematics to all students regardless of different learning needs
The Co-Construction of Competence: An Activity System Perspective for Leveraging and Strengthening Students’ Language and Mathematics Competencies
No full textWith this article, we share a framework positioning competence not simply as attributes of individuals but as co-constructed during interactions in the classroom. The theoretical framework, Cultural Historical Activity Theory, is shared for the purpose of examining competence construction as an attribute of participation in the activity system of the classroom. A series of vignettes in a first-grade bilingual classroom highlight ways in which components of the activity system of the classroom come together to leverage and strengthen students’ mathematics and language competencies