Journals.uncc.edu (North Carolina's Urban Research University)
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Using ClassChatter to Mediate Controversial Discussions in Small Teacher Preparation Programs: A Case Study
No full textWhile small teacher preparation programs allow pre-service teachers to bond with their cohort, the established social norms within cohorts can sometimes make it difficult for students to discuss equity in a face-to-face setting. In this History of Mathematics course, we used an online journal and discussion board, ClassChatter, to facilitate students’ discussions about equity in the mathematics classroom. In the online setting, pre-service teachers participated more equally, and all students believed that the format was vital to facilitating more open face-to-face and online communication in a geographic area known for racial tensions
Navigating the Changes that Ai is Bringing to Higher Education
No full textThis article suggests that experimenting with generative Ai and engaging with stakeholders can help navigate the disruptive changes that Ai is bringing to higher education. Viewing the Ai in higher education landscape through the Kübler-Ross Change Curve, which consists of the seven stages of change (Shock, Denial, Frustration, Depression, Experiment, Decision, and Integration), is one way to approach the challenges and opportunities. Suggestions for how to experiment with generative Ai can be used by novices as well as by innovators looking to support novices. In addition, the author shares reflections on engagements with students, faculty, staff, and industry partners as a way to move through the stages of change
Best Blends Forever: Rethinking Inclusive Early Childhood and Special Education Teacher Preparation at One University
No full textThe University of Vermont’s (UVM) blended undergraduate early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE) program originated as a model to dually prepare and license future educators to teach young children with and without disabilities from birth through age 6. However, strains on the university’s budget, intersecting with the COVID-19 pandemic, led university administrators to recommend deactivating the program in 2020 and prompted program faculty to reconceptualize what the “blending” of the two fields of study could look like in the reality of contemporary contexts. The article begins by highlighting the evolving identity of UVM’s blended ECE/EI/ECSE program. Next, using a social foundations perspective, we explore several key influences that have shaped our current collaborative approach to preparing early childhood educators for inclusive environments and how our ECE and EI/ECSE programs can be officially parted, yet still be blended, in its goals to prepare all future teachers of young children for inclusive settings. It concludes with recommendations for ECE and EI/ECSE faculty who may find themselves in need of reimagining their conceptions of blended teacher preparation for inclusive early childhood settings
Communicating Mathematically: English Language Learners in the Mathematics Classroom
No full textThis article explores the essential role of communication and language in learning mathematics. Implications for English language learners taught primarily by English-speaking teachers are highlighted. In this paper (and their related book), the authors advocate regular use of pedagogical strategies such as "help English learners talk-to-learn during mathematics lessons" and "provide mathematical and organizational representations.
Revisiting Board Games: A New Twist on a Familiar Activity
No full textThrough collaboration between university faculty, pre-service teachers, and local teachers, mathematical board games were developed to teach mathematical concepts to students, especially English Language Learners (ELLs). Guidelines, resources, and examples are provided
Teaching Mathematics to English Language Learners Using Robert Moses‘ Five-Step Approach
No full textAn eight-week summer intervention program in a low-performing middle school in Southern California applied Robert Moses‘ Five-Step Approach outlined in Moses & Cobb (2001). The Teachers Radically Enhancing Education (T.R.E.E.) Project brought hands-on, experiential mathematics teaching to 20 Latino English Language Learners who failed one or more courses in the previous academic year. At the end of the eight-week program, the 20 students showed improvement in mathematical performance and behavior. An original activity plan created by the participating pre-service teachers based on the Five-Step Approach is included
Equity, Social Justice, and the Mission of TODOS: Connections and Motivations
No full textEquity and social justice are shown to be intertwined with each other and with the TODOS mission. Also, Shaughnessy (2007) and the author’s pilot survey of in-service secondary teachers suggest interaction (or even interference) between students’ prior concepts of fairness and certain mathematics/statistics topics. Recommendations for exploration are provided
Passion for Equity: An Asian-American Mathematics Educator‘s Journey
No full textAs a 73-year-old mathematics educator, I have lived long enough to have encountered and observed in-stances of prejudice, racism, and discrimination during successive phases of my life. But I have also seen and experienced many changes in our society which give all of us hope for the future
In the Shoes of English Language Learners: Using Baseball to Help Pre-service Teachers Understand Some Complexities of Language in Mathematics Instruction
No full textThis article discusses qualitative data collected from elementary pre-service teachers (PSTs) who participated in an activity that uses the context of baseball to highlight some of the complexities of language in mathematics instruction. Through this activity, PSTs moved from a more discrete vocabulary orientation for teaching mathematics towards an embedded discourse approach, broadened their views on whom they classify as an English language learner (ELL), and developed empathy for the meaning-making struggles of ELLs in mathematics classrooms