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Equidad, Diversidad y Matemática Crítica
Get PDFLos estudiantes de distintas etnias, razas, niveles socioeconómicos, grupos lingüísticos, de género, y otros subgrupos de la sociedad demuestran distintos niveles de rendimiento en matemáticas, lo que señala una diferencia que está relacionada con los factores sociopolíticos de la educación. En la sociedad global actual, la matemática figura como un agente de estratificación social que se ve influenciado por los problemas de falta de acceso equitativo a la educación matemática de alta calidad, el currículo oculto y las estructuras de poder que se promueven a través del acceso a ella. En este trabajo, sepropone un modelo de integración de la matemática crítica al salón de clases con el propósito de promover un acceso equitativo a la matemática.
Students of different ethnicities, races, socioeconomic levels, linguistic groups, gender, and other subgroups of society demonstrate different levels of academic achievement in mathematics, which points to a difference that is related to the socio-political factors of education. In the current global society, mathematics appears as an agent of social stratification that is influenced by the problems of lack of equitable access to mathematics education, the hidden curriculum, and the power structures that are promoted through it. In this work, a model for the integration of critical mathematics in the classroom is proposed with the purpose of promoting equitable access to mathematics
Flags of Latin America: Culturally Relevant Learning Experiences With Technology to Enhance Geometry and Algebra Concepts
Get PDFThis article highlights flags from various Latin American countries as a springboard for implementing culturally relevant learning experiences within the mathematics curriculum. It provides middle school and high school math teachers, as well as college instructors, with examples of learning experiences to engage students in culturally relevant activities. These activities build a connection between geometry and algebra concepts while at the same time extending the knowledge of technology tools such as Google Sheets Pixel Art, Computer Numerical Control Machines, GeoGebra, and Desmos. Finally, discussing flags encourages dialog about different cultures and enhances global awareness and cultural competence
Roof/Room Pieces: An Ethnography of Lockdown Lives, and Digital Perfor- mances of Rabindranritya
Get PDFThis essay is an exploration of precarity and sociality within performing arts in India. It analyses dances made digitally for audiences during the COVID-19 pandemic (2020-21) and engages with scholarly literature and movement system with reference to Bengali polymath Rabindranath Tagore (1861-1941) and forms of dance identified as rabindranritya. Interpreted through interdisciplinary research methods of digital ethnography, questionnaires, content analysis and dance studies, the essay aims to understand why some of us continued to dance through the global pandemic. I focus on YouTube as a site of research as we realize that technology’s relationship with human and arts have now evolved and ‘liveness’ could be optional. I question various forms of precarity in arts industries through respondents’ answers and observe what notions of sociality are exchanged between the performer and their audience. I bring to light the mundane and vibrant of the quotidian lockdown lives of performers who remained cloistered at home, but with cameras on them, how they seized the pandemic precarity and continued dancing with a sense of immediacy and new kinds of intimacy, communicating their imaginations and emotions and bridging social- temporal-spatial distances.
STEMulating Open Education Resources
Get PDFOpen Education Resources (OERs) are digital materials that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation or redistribution by others with no or limited restrictions. In this session, you will learn about free graphing calculators, graphic organizers, assessment tools, presentation illustrators, classroom timers, statistical software, research programs and much more. This class will provide an overview of the many different types of OER programs available. 
Innovate UNC: A Study of Technology-Enhanced Spaces Supporting Innovation Across the UNC System
Get PDFThe 2022 UNC Faculty Fellows present their reseach project on physical spaces supporting innovation across the UNC System with an emphasis on makerspaces and design studios, entrepreneurship centers, and unique classrooms
Authenticity of Assessment in Inclusive Spaces
Get PDFBarriers related to assessment may prevent high quality transition practices from occurring. Traditionally, assessment of young children involves table top testing where an assessor asks a child to perform standardized tasks that are often lacking developmental appropriateness with unfamiliar materials, in unfamiliar environments like a sterile clinical setting, and/or with people who are unfamiliar to the child. True skills may not be observed under such conditions as a traditional assessment. Alternatively, professionals today across multiple sectors use authentic assessment to measure child outcomes that can be used to better understand children’s development and learning during the transition from preschool to kindergarten process. Authentic “real-life” assessments measure skills that are functional rather than contrived, discrete tasks. This research-to-practice article shares practical application for authentic assessment leading to high quality transitions for children and families from preschool to kindergarten
Beliefs about Higher Education for Incarcerated People Through the Lens of Public Health Prevention : Beliefs about Higher Education for Incarcerated People
No full textIncarcerated individuals are one of the most educationally disadvantaged populations in U.S. Limited education is a risk factor for initial incarceration and recidivism. Despite robust empirical findings supporting post-secondary correctional education (PSCE) as an evidence-based intervention that reduces crime, some individuals are reluctant to support their adoption more widely. An opinion piece in the New York Times suggesting that prisons be turned into colleges provides an opportunity to better understand public opinion regarding PSCE programs through the lens of public health prevention. Although, many readers were supportive of PSCE’s as a means to prevent recidivism, many questioned if the target population was capable of completing college level work, if these programs would incentivize criminal behavior and felt prisoners are not deserving of the opportunity to take college courses, especially as student debt and college costs are rising. Lastly, potential implications and recommendations for policymakers and higher education leaders are discussed.  
Only Connect: The Growth of Relationship when Prisoners and College Students Study Together
Get PDFThis essay describes a class in a maximum-security prison that brought civilian college students and incarcerated learners together. The authors, one a professor of communication and one a sociologist, team-taught the class as a cross-disciplinary and cross-community partnership, designed to promote greater understanding between prisons and higher education communities. Students explored the two faces of education in the U.S.: on one hand, as a public good that spreads knowledge and opens doors to social mobility, and on the other, as an institution that reproduces social inequalities (such as the school-to-prison pipeline). The professors anticipated that these encounters would spark critical consciousness and a desire to work for social justice. However, the most salient part of the experience for both groups of learners turned out to be the affirmation their own humanity and the humanity of others through interactions that built a sense of community and caring
Hätä Keinon Keksii: Consulting the Nordic Model of “Penal Exceptionalism” for a Praxis-Oriented Approach to Higher Education in Prison
Get PDFDenmark, Sweden, and Norway hold among the world’s lowest rates of incarceration and recidivism. This phenomenon, referred to as the Nordic model of “Penal Exceptionalism” (Pratt, 2008), has proven replicable as Finland – whose prison population once soared – reduced its rates of incarceration after adopting many of the policies and initiatives pioneered by its neighbors (Lappi-Seppälä, 2000). As the United States reinstates Pell Grants for incarcerated learners and New York State passes its own set of progressive reform laws (the Less is More Act of 2021 and revisions to state Discovery Laws and Bail Reform), scholars, activists, and educators might look toward the Nordic countries for guidance on how to serve this evolving student demographic.