Charlotte Journals
Not a member yet
968 research outputs found
Sort by
Equity, Social Justice, and the Mission of TODOS: Connections and Motivations
Get PDFEquity 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
Get PDFAs 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
Developing Mathematics Literacy for Bilingual Learners: A Framework for Effective Learning
Get PDFA framework is proposed for how bilingual learners develop knowledge, language, and mathematics literacy. The framework centers on principles of learning, effective pedagogy, and second language acquisition theories, and these elements are incorporated in a mathematics lesson depicted in this article
Equitable Practices in Mathematics Classrooms: Research-Based Recommendations
Get PDFThis 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)
AI from High School to College: Considerations for Faculty Members
Get PDFThis 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
Framing Equity: Helping Students “Play the Game” and “Change the Game”
Get PDFThis 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
Advancing Equity and High Quality Mathematics Education with Actions Drawn from Ethnomathematics
Get PDFThis article advocates for the (not yet common) goal of mathematics education to advance peace, harmony, and respect among people and, consequently, to reduce discord. This outcome can be accomplished by utilizing Ethnomathematics, and we offer suggestions for cultivating an Ethnomathematics orientation and employing associated classroom practices
That’s Not Fair and Why: Developing Social Justice Mathematics Activists in Pre-K
Get PDFPrekindergarten mathematics can be filled with rich, complex mathematical talk that moves beyond traditional counting and cardinality. When paired with issues of fairness, mathematics becomes a social justice tool that empowers prekindergarteners to mathematically recognize and address oppression they see in their own world. We profile the critical mathematics details in two Black history-based activities in which children use mathematics to describe and confront the unfairness they notice within Rosa Parks and Harriet Tubman skits. Through these activities, children learn how to communicate and address the unfairness they see using mathematics. We also share instructional considerations and extensions for implementing these activities in theclassroom
Illustrating Effective Teacher Reflection and Instructional Practices that Support English Learners in Mathematics
No full textEquity-based practices include positioning students as sources of expertise; distributing authority among students and teachers; and creating authentic experiences that explore mathematical ideas (Aguirre, Mayfield-Ingram & Bernard, 2013). This article describes how positioning, authority, and authentic experiences may empower English Learners (ELs). We worked with two separate Dual Language kindergarten classrooms to generate ideas for effective mathematics teaching so that each child succeeds. Our purpose was to: a) provide teachers opportunities and structures to examine their practices and reflect on how their decisions impact ELs, and b) examine the strategic use of positioning, authority, and authentic math experiences