Mathematics

Reinscribing Urban: Teaching High School Mathematics in Low Income, Urban Communities of Color

Mathematics
High
Access Link
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_=&ERICEx…
Author/Presenter

Laurie Rubel

Haiwen Chu

Lead Organization(s)
Brooklyn College, CUNY
Year
2012
Short Description

This article reports findings from a research and professional development project at two high schools located in low-income, urban communities of color. The project collaborates with teachers on improving their instructional practices, using a framework of culturally relevant mathematics pedagogy, which is described in detail here. We present results from a qualitative and quantitative analysis of mathematics instruction in 68 classroom observations of seven teachers. In particular, we use culturally relevant mathematics pedagogy as a lens through which to analyze instruction and the associated opportunities to learn mathematics provided to students.

Why discourse deserves our attention!

Mathematics
High

In A. Florio (Editor) Mathematics for every student: Responding to diversity, Grades 9-12 (pp. 103-115). Reston, Va: NCTM.

Access Link
http://www.nctm.org/catalog/product.aspx?id=13410
Author/Presenter

Herbel-Eisenmann, B.

Cirillo, M.

Skowronski, K.

Year
2009
Short Description

In A. Florio (Editor) Mathematics for every student: Responding to diversity, Grades 9-12 (pp. 103-115). Reston, Va: NCTM.

What question would I be asking myself in my head? Helping all students reason mathematically

Mathematics
Middle

Chapter to appear in C. Malloy (Series Editor) Mathematics for all: Instructional strategies for diverse classrooms, Grades 6-8. Reston, VA: NCTM.

Author/Presenter

Herbel-Eisenmann, Beth

Schleppegrell, Mary

Year
2008
Short Description

Chapter to appear in C. Malloy (Series Editor) Mathematics for all: Instructional strategies for diverse classrooms, Grades 6-8. Reston, VA: NCTM.

What Knowledge Mediates Teachers’ Appropriation of High Leverage Practices? (Cartier, Lancaster)

Mathematics
Science
Elementary
Undergraduate
Graduate
Author/Presenter

Jennifer Cartier

Leslie Lancaster

Year
2009
Short Description

This session presents an instrument for measuring preservice elementary teachers’ application of instructional planning practices and discusses the relationship between these practices and teachers’ knowledge.

Resource(s)
Cartier Lancaster Teachers High Leverage Practices Univ of Pittsburgh 11-09-09.ppt

Unpacking Core Teaching Practices in Elementary Mathematics to Support Teacher Learning and Assessment (Boerst, Moss, Blunk)

Mathematics
Elementary

In this session, participants explore analytical language developed to “unpack” core practices in mathematics teaching (e.g., leading discussion) when guiding teacher learning and supporting assessment across contexts.

Author/Presenter

Timothy Boerst

Pamela Moss

Merrie Blunk

Year
2009
Resource(s)
Boerst_Moss_Blunk.ppt

Understanding the Fidelity of Implementation and Scalability of Mathematics Professional Development Curricula (Moeller, Seago, Borko)

Curriculum
Mathematics
Professional Development
Middle
Access Link
http://cadrek12.org/sites/default/files/Moeller%20Understanding%20Fidelity%20of…
Author/Presenter

Babette Moeller

Nanette Seago

Hilda Borko

Year
2009
Short Description

Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.

Subscribe to Mathematics