Overview

The continuing gap in achievement between traditionally underserved students (students of color, English learners, and poor children) and their middle-class white peers, however, has provoked questions of the effectiveness of current mathematics teaching practices for meeting the needs of these students.

Full Product Details

Author:   M. Foote
Publisher:   Palgrave Macmillan
Imprint:   Palgrave Macmillan
Dimensions:   Width: 14.00cm , Height: 1.80cm , Length: 21.60cm
Weight:   0.450kg
ISBN:  

9780230622395

ISBN 10:   0230622399
Pages:   242
Publication Date:   18 August 2010
Audience:   Professional and scholarly ,  Primary & secondary/elementary & high school ,  Professional & Vocational ,  Educational: Primary & Secondary
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

PART I: WHO IS PARTICIPATING IN THE PROFESSIONAL DEVELOPMENT?: EXAMINING THE TRAJECTORIES OF TEACHER ENGAGEMENT Bilingual Elementary Teachers' Reflections on Using Students' Native Language and Culture to Teach Mathematics; S.Celedón-Pattichis, S.I.Musanti & M.E.Marshall Centering the Teaching of Mathematics on Students: Equity Pedagogy in Action; L.H.Rubel The Power of One: Teachers Examine their Mathematics Teaching Practice by Studying a Single Child; M.Q.Foote Pursuing 'Diversity' as an Issue of Teaching Practice in Mathematics Teacher Professional Development; A.Ryu Edwards Teacher Positioning and Equitable Mathematics Pedagogy; A.A.Wager Math is More Than Numbers: Forging Connections among Equity, Teacher Participation, and Professional Development; C.Koehn Using Artifacts to Engage Teachers in Equity Based Professional Development: The Journey of One Teacher; K.M.Ho Commentaries on Part I; K.Brown  & M.Franke PART II: WHAT TOOLS HAVE PROVED EFFECTIVE?: EXAMINING EFFECTIVE RESOURCES AND VEHICLES FOR ADDRESSING THE NEEDS OF TEACHERS AND THEIR STUDENTS Building Community and Relationships that Support Critical Conversations on Race: The Case of Cognitively Guided Instruction; D.Battey  & A.Chan Status and Competence as an Entry Point into Discussions of Equity in Mathematics Classrooms; V.M.Hand, J.Quindel  & I.Esmonde Creating 'Constructive Opportunities': A 'How' to Embracing Students' Mathematical Conceptions; V.R.Pitts Bannister, G.J.Mariano  & C.D.Hall Using Lesson Study as a Means to Support Teachers in Learning to Teach Mathematics for Social Justice; T.Gau Bartell Keeping the Mathematics on the Table in Urban, Mathematics Professional Development: A Model that Integrates Dispositions towards Students; J.Spencer, J.Park  & R.Santagata Commentaries on Part II; M.Franke  & K.Brown

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Author Information

MARY Q. FOOTE is Assistant Professor of Mathematics in the Elementary School, Queens College, City University of New York, USA.

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