High

 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.

Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.

Maps at four levels of scale—global, national, regional, and local—provide a context for mathematical investigations that help teachers learn about their students.

The minus sign is a mathematical symbol that is multi-functional. Yet, how often is its use explicit to the non-mathematician, or more importantly the learner, who is expected to interpret the symbolism appropriately, when often the "meaning" stems from context of its use. From the perspective of the learner, such nuances of use simply lead to confusion which has the potential for lifelong misconceptions within their personal mathematics. This commentary is based on working with children on their journey through mathematics, it provides insights into the complexity of mathematical communication for those "learning the language".

The proposal for the Geniverse project. This project was proposed as NextBio; the name was subsequently changed to Geniverse.

The Problem:

How can we support teachers in using local and regional geology to teach Earth science in an inquiry-based way? In 2006, 24% of Earth science teachers were not Earth science certified (CCSSO, 2007) and many do not know regional geology. Is it reasonable to expect teachers who do not have an in depth background in the discipline or a deep understanding of the local environment to lead meaningful Earth system science inquiry for their students?

How can we meet the content and pedagogical needs of teachers of Earth system science?