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Equitable Practices in Mathematics Classrooms: Research-Based Recommendations
No full textThis paper is based on the Iris M. Carl Equity Address the author delivered at the 2012 annual meeting of the National Council of Teachers of Mathematics. That invited keynote considered the question of equitable teaching practices in mathematics classrooms for students from non-dominant communities. Although research cannot provide quick answers to this question nor can it provide a recipe for equitable teaching practices, there are research-based recommendations that can guide researchers, teachers, and administrators in developing their own approaches to supporting equitable practices in mathematics classrooms. Several resources are provided for considering this question: a definition of equity, a definition of equitable practices, a framework for organizing research findings relevant to equitable practices, and questions to consider when designing equitable mathematics instruction. This discussion is informed by a sociocultural and situated perspective on mathematical thinking, on language, and on bilingual learners (for details of that framework, see Moschkovich, 2002, 2010)
A Framework for Connecting Natural Language and Symbol Sense in Mathematical Word Problems for English Language Learners
No full textWorking fluently within the multiple semiotic systems of the language of mathematics requires developing strong symbol sense and connecting meaning of symbols to meanings in natural language. Challenges can exist for English language learners (ELLs) when connecting natural language and symbolic representations, particularly in the context of a mathematical word problem. This article presents a framework that connects mathematical word problem solving stages to multiple semiotic systems while providing elements of symbol sense that ELLs can develop in order to work with mathematical word problems
Editors & Advisory Board
No full textDialogues in Social Justice is proud to have on its editorial board some of the finest Adult Education Scholars both internationally and nationally. Thank you DSJ Editors & Advisory Board for your services over the past years
Promoting Social Justice Through Professional Development Workshops: Integrating Asian American History in K-12 Education
No full textThe underrepresentation of Asian Americans in the K-12 history curriculum remains a significant issue (An, 2020; Kiang, 2004; Kim, 2022; Rodríguez, 2018, 2020; Zhang et al., 2023), with limited coverage beyond WWII incarceration and early Chinese immigrant experiences (An, 2020, Noboa, 2012). This narrow portrayal neglects the diversity and contributions of Asian Americans, perpetuating stereotypes and anti-Asian hate, especially post-pandemic (Choy, 2022). This professional development workshop aims to raise awareness among K-12 history teachers about these deficiencies and provide strategies to teach Asian American history effectively. Using Vella’s (2002) principles of dialogue education and following the 4-A learning sequence, this article demonstrates how to design a workshop session that promotes a more inclusive and accurate historical representation of Asian Americans for K-12 history teachers
Framing Equity: Helping Students “Play the Game” and “Change the Game”
No full textThis article introduces a framework for equity that entails the dimensions of Access, Achievement, Identity, and Power. Beyond knowledge and skills, teachers need an “equity stance” that embraces and works to balance the tensions between these four dimensions
A Reflection on my Work with A Reflection on my Work with Latino Parents and Mathematics
No full textThis article describes research from different parental engagement projects in mathematics. Through Latino/a parents’ voices, we learn about their beliefs and values about mathematics education and these findings can inform those who work with students or parents. 
Test Scores in the U.S.: Introducing the Data to Pre-service Teachers
No full textI share a lesson in which I engage pre-service K-8 teachers in a mathematics content course in learning about the role of mathematics in understanding inequities in our society. Specifically, the lesson examines disparities in test scores in terms of race/ethnicity and eligibility for free/reduced lunch. I consider what messages this sends to and generates from pre-service teachers about the role of mathematics in understanding our world and I offer possible extensions of the lesson
Curating a Feminist Exhibition: Purpose, Process and Presentation
No full textIn January 2023, we curated the feminist exhibition titled Cultures of Head Coverings in the Wilfrid Johns Art Gallery, University of Victoria, Canada. The exhibition included a range of historical and contemporary stories by women about the head coverings and un-coverings they wear. The exhibition was a response firstly to global sexist xenophobia and secondly, to the province of Quebec’s recent ban on wearing ‘religious’ headwear in the public sector. The exhibition offered a visual and storied space for women to tell their stories through what is often viewed as a simple piece of cloth (or hair) but which is very complicated. Reflecting on our curatorial practice from conception to materialization as feminist adult educators who use exhibitions as spaces of gender justice we discuss the social and pedagogical potentials and challenges and how our principles of plurality, collaboration, subjectivity, identity, and responsibility to change informed all we did.
 
Radical collaboration: : Co-creating feminist online graduate courses through a university and museum partnership
No full textIncreasingly, universities are recognizing the need for more dynamic approaches to designing multi-purpose higher education syllabi, to respond to changing student expectations and to foster a more diverse, inclusive and equitable society. We propose here a new model of curriculum development designed to meet this need, specifically in relation to gender justice. Termed ‘radical collaboration’, we speak of an approach in which museum and university professionals work together, with intersectional feminism integral to the methodology and pedagogy. The specific example provided here, of the co-creation of an online graduate module on American Women’s History by the University of Glasgow, UK, in partnership with the Smithsonian Institution, Washington D.C., is explored in some depth. The article concludes by asserting the potential of the model to be applied to other institutional contexts, offering a powerful way for museums and universities to work collaboratively to teach history through a feminist lens
Afro-Caribbean women and resistance An exploration of decolonial feminist pedagogies in the Women\u27s Museum Costa Rica: An exploration of decolonial feminist pedagogies in the Women\u27s Museum Costa Rica
No full textAs a professor and founder of the Women\u27s Museum Costa Rica I explore in this article how exhibitions help us in our pedagogical mission of a new decolonial gender awareness. Specifically, I analyze a number of selected artworks in online exhibition titled Memories and resistances. Women, artists, Afro-America and Caribbean stories in terms of how they make visible and represent women of Afro-descendants as complex political subjects. My findings show that this exhibition operated very effectively as an instrument of feminist decoloniality, by addressing the matrix of gender and race oppression, recovering different stories of women and memories of historical resistances, and offering a more collective sense of identity and agency. By curating exhibitions like this, our women\u27s museum can play a crucial role in providing new anti-racist, anti-traditional and anti-patriarchal perspectives that educate current and younger generations about the histories and lives of women who have long been ignored.