Equity

Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide examples for five kinds of Design Talks. Each type of Design Talk centers on a different framing question and is facilitated by specific prompts that help students voice their ideas and make connections to others' ideas.

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms.

In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts–promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms.

Black and Brown girls are underrepresented in science, technology, engineering, and math (STEM) fields. Although studies have examined the reasons for this by exploring Black and Brown girls' experiences based on culture, gender, and race, there is a need for specifically understanding how language contributes to racialized experiences in science education. This study fills this critical gap by presenting narratives of three academically talented multilingual girls from Black and Brown communities.

In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in extended scientific inquiry provided a basis for the teachers having epistemic empathy for their students—their tuning into and appreciating their students' intellectual and emotional experiences in science, which in turn supported teachers' responsiveness in the classroom.