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Centering the Teaching of Mathematics on Urban Youth: Learning Together About Our Students and Their Communities

Laurie H. Rubel (Brooklyn College) discusses a teacher learning community for high school teachers in New York City organized to develop practices of culturally relevant mathematics pedagogy. This project, named CureMap, emphasizes the connections between mathematical concepts, procedures, and facts; focuses mathematics instruction on students’ experiences; and strives to develop students' critical consciousness about and with mathematics.

Chapter 4: Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All (NCTM 2012 Yearbook)

Author/Presenter: 
Laurie Rubel
Lead Organization(s): 
Year: 
2012
Short Description: 

Laurie H. Rubel (Brooklyn College) discusses a teacher learning community for high school teachers in New York City organized to develop practices of culturally relevant mathematics pedagogy. This project, named CureMap, emphasizes the connections between mathematical concepts, procedures, and facts; focuses mathematics instruction on students’ experiences; and strives to develop students' critical consciousness about and with mathematics.

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

Author/Presenter: 
Laurie Rubel
Haiwen Chu
Lead Organization(s): 
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.

Development and Assessment of A Diagnostic Tool to Identify Organic Chemistry Students’ Alternative Conceptions Related to Acid Strength

Author/Presenter: 
LaKeisha M. McClary
Stacey Lowery Bretz
Lead Organization(s): 
Year: 
2012
Short Description: 

The central goal of this study was to create a new diagnostic tool to identify organic chemistry students’ alternative conceptions related to acid strength. Twenty years of research on secondary and college students’ conceptions about acids and bases has shown that these important concepts are difficult for students to apply to qualitative problem solving. Yet, few published studies document how students’ prior knowledge of acids influences their understanding of acid strength in organic chemistry contexts. We developed a nine-item multiple-tier, multiple-choice concept inventory to identify alternative conceptions that organic chemistry students hold about acid strength, to determine the prevalence of these conceptions, and to determine how strongly these conceptions bias student reasoning. We identified two significant alternative conceptions that organic chemistry students hold about acid strength. Students who answered items incorrectly were more confident about their answers than peers who answered items correctly, suggesting that after one semester of organic chemistry, students do not know what they do not know. Implications for the teaching of acid strength are discussed.

Habitus, Scaffolding, and Problem-Based Learning: Why Teachers’ Experiences as Students Matter

Author/Presenter: 
Brian Belland
Lead Organization(s): 
Year: 
2012
Short Description: 

Despite evidence that it can help students learn higher-order thinking skills and gain deep content knowledge, problem-based learning (PBL) is not deployed on a large scale in K-12 classrooms. This conceptual chapter explores teacher’s past experiences, and resulting habitus, to explain the minimal extent of PBL in K-12 schools. Central to teachers’ abilities to implement PBL is their ability to provide scaffolding, and their habitus may interfere with this process. Implications for teacher education and teacher change are discussed.

Why discourse deserves our attention!

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

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.

TED TALK -- Dan Meyer: Math class needs a makeover

Author/Presenter: 
Dan Meyer
Year: 
2010
Short Description: 

Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. At TEDxNYED, Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.

Teaching Mathematics, Teaching Students, Teaching Mathematics to Students (Thompson, Miller)

Author/Presenter: 
Patrick Thompson
Christina Miller
Year: 
2009
Short Description: 

This session considers teachers’ transitions from teacher-centered mathematics to student-centered mathematics, including issues of meaning, coherence, and learnability, as well as the importance of working with colleagues.

Target Inquiry: Transforming In‐Service Teacher Professional Development and Instruction in High School Chemistry (Yezierski, Herrington)

Author/Presenter: 
Ellen Yezierski
Deborah Herrington
Year: 
2009
Short Description: 

This session presents results of a four-year longitudinal, mixed-methods study showing how Target Inquiry affects teacher beliefs, transforms teacher practice, and increases student achievement.

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