Equity

Learning to map and mapping to learn

Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.

Author/Presenter

Rubel, Laurie

Chu, Haiwen

Shookhoff, Lauren

Year
2011
Short Description

Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.

Resource(s)

Learning to map and mapping to learn

Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.

Author/Presenter

Rubel, Laurie

Chu, Haiwen

Shookhoff, Lauren

Year
2011
Short Description

Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.

Resource(s)

Investigating How Setting Up Cognitively Demanding Tasks is Related to Opportunities to Learn in Middle-­Grades Mathematics Classrooms

In this paper we focus on what happens when a task is first introduced to students as a crucial phase of instruction. We report on an empirical study of 132 middle grades mathematics teachers' instruction—in particular, the nature of the ways in which they introduced tasks, and the relationship between how they introduced tasks and the nature of students' opportunities to learn mathematics in the concluding whole class discussion. 

Author/Presenter

Jackson, Kara

Garrison, Anne

Wilson, Jonee

Gibbons, Lynsey

Shahan, Emily

Year
2011
Short Description

In this paper we focus on what happens when a task is first introduced to students as a crucial phase of instruction. We report on an empirical study of 132 middle grades mathematics teachers' instruction—in particular, the nature of the ways in which they introduced tasks, and the relationship between how they introduced tasks and the nature of students' opportunities to learn mathematics in the concluding whole class discussion. 

Equity and Access to High-quality Instruction in Middle School Mathematics (Jackson)

Author/Presenter

Kara Jackson

Year
2009
Short Description

The Role of the Institutional Setting in Teachers’ Development of Ambitious Instruction in Middle School Mathematics
Kara Jackson, Paul Cobb, and Kristin McGraner, Vanderbilt University

Three DR-K12 projects report findings on aspects of the institutional setting of teaching that affects teachers’ development of ambitious instructional practices in middle-school mathematics.

About Standards, Possible Influences of DR-K12, and Synecdoche of X-County (Millman)

Author/Presenter

Richard Millman

Year
2009
Short Description

Join the panelists from the plenary presentation to continue conversations about common standards in each of the STEM disciplines.

Supporting Mathematics Teachers' Development of Ambitious and Equitable Instructional Practices on a Large Scale

Day
Thu

Four DR K-12 projects report findings on the relationship between school and district supports and mathematics teachers’ development of ambitious and equitable instructional practices.

Date/Time
-
Session Type
Panel

How can curriculum, professional development, and school and district organizational arrangements, social relations, and material resources be coordinated to support mathematics teachers' development of ambitious and equitable instructional practices?