Equity

Broadening Participation— Making STEM Learning Relevant and Rigorous for All Students

Author(s): 
Elliott, Kim
Publication Type: 
Other
Year: 
2015
Month: 
December
In press?: 
In Press

This CADRE brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.

Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis

Student’s performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students.

Author/Presenter: 
Jeff C. Marshall
Daniel M. Alston
Lead Organization(s): 
Year: 
2014

Student Materials, Professional Development, and Assessment Organized Around Habits of Mind in the CCSSM

Day: 
Tues

Learn about three projects centered on algebraic habits of mind: a puzzle-centric curriculum for middle school and at-risk algebra students, professional development on the Standards for Mathematical Practice, and an assessment for teachers.

 

Date/Time: 
1:45 pm to 3:45 pm
2014 Session Types: 
Collaborative Panel Session
Session Materials: 

Algebraic habits of mind, at the core of five of the Standards for Mathematical Practice, become both a potent and appealing intervention for at-risk algebra students and a solid prevention-model middle-school course either to accelerate algebra or to ensure success in a later algebra course. The session focuses on the habits of mind in that context, in related professional development work that addresses the Standards for Mathematical Practices, and on assessment of algebraic habits of mind in teachers.

Equitable Teaching Practices in Math

Day: 
Tues

Presenters seek feedback on an observational instrument designed to identify preservice teachers’ abilities to identify equitable teaching practices.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Feedback Session (Work in Development)

The original version of the Mathematical Quality and Equity (MQE) video codes (Goffney, 2010; LMT, 2010) were developed as a section of the Mathematical Quality and Instruction observational instrument developed by the Learning Mathematics for Teaching Project at the University of Michigan.

Refining a Vision of Ambitious Mathematics Instruction to Address Issues of Equity

Note: A previous version of this paper was presented at the National Council of Teachers of Mathematics Research Pre-Session in San Diego (April 2010) and the Annual Meeting of the American Educational Research Association in Denver (April 2010).

Author/Presenter: 
Jackson, Kara
Cobb, Paul
Year: 
2010

Learning to teach mathematics in urban high schools: untangling the threads of interwoven narratives

 In this article, the authors explore learning about equity pedagogy in mathematics by focusing on the experiences of a teacher and teacher educator within the Centering the Teaching of Mathematics on Urban Youth project. One teacher’s story is interwoven as a counterpoint and specific trajectory within the broader narrative provided by the teacher educator. Key themes addressed include the nature of teaching mathematics, identity and position, and developing culturally relevant mathematics pedagogy.

Author/Presenter: 
Chu, Haiwen
Rubel, Laurie
Year: 
2010
Short Description: 

 In this article, the authors explore learning about equity pedagogy in mathematics by focusing on the experiences of a teacher and teacher educator within the Centering the Teaching of Mathematics on Urban Youth project. One teacher’s story is interwoven as a counterpoint and specific trajectory within the broader narrative provided by the teacher educator. Key themes addressed include the nature of teaching mathematics, identity and position, and developing culturally relevant mathematics pedagogy. The authors’ goal is not to report on the effects of a mathematics teacher professional development program per se, but rather to open the conversation, between teacher and teacher educator, to a broader audience.

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): 

Pages

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