Equity

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.

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).

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: 
2:00 pm to 4:00 pm
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?

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