Rethinking Mathematics

Teaching Social Justice by the Numbers
Author: Eric Gutstein
Publisher: Rethinking Schools
ISBN: 0942961544
Category: Education
Page: 179
View: 4459

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A collection of more than thirty articles shows teachers how to weave social justice principles throughout the math curriculum, and how to integrate social justice math into other curricular areas as well.

Teaching Mathematics for Social Justice

Conversations with Educators
Author: Anita A. Wager,David W. Stinson
Publisher: National Council of Teachers of English
ISBN: 9780873536790
Category: Mathematics
Page: 213
View: 7386

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"This collection of original articles is the start of a compelling conversation among some of the leading figures in critical and social justice mathematics, a number of teachers and educators who have been inspired by them-and who have inspiring stories of their own to tell - and any reader interested in the intersection of education and social justice. An important read for every educator, this book shows how to teach mathematics so that all students are given the tools they need to confront issues of social justice today and in the years ahead"--page [4] of cover.

Maththatmatters

A Teacher Resource Linking Math and Social Justice
Author: David Stocker
Publisher: N.A
ISBN: 9781771253123
Category: Mathematics
Page: N.A
View: 9700

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"As social justice has entered the mainstream, the connection to mathematics has followed. People see it in their everyday lives, whether it's patterns pertaining to global warming, or the economics of the austerity movement; scratch the surface and you'll be speaking mathematics. In Math that matters 2, educator and author David Stocker has produced another 50 lesson plans designed for students in grades 6-9 that link math with social justice."--

Radical Equations

Civil Rights from Mississippi to the Algebra Project
Author: Robert Moses,Charles E. Cobb
Publisher: Beacon Press
ISBN: 0807031690
Category: Education
Page: 256
View: 9187

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At a time when popular solutions to the educational plight of poor children of color are imposed from the outside-national standards, high-stakes tests, charismatic individual saviors-the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities. Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity. Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: 'Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.' We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years. Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools. From the Trade Paperback edition.

New Directions for Equity in Mathematics Education


Author: Walter G. Secada,Elizabeth Fennema,Lisa Byrd
Publisher: Cambridge University Press
ISBN: 9780521477208
Category: Education
Page: 364
View: 6256

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This book examines equity from the standpoint of mathematics education - an excellent forum for the topic, since the results are quantifiable and the disparity in performance is stark.

Reading and Writing the World with Mathematics

Toward a Pedagogy for Social Justice
Author: Eric Gutstein
Publisher: Routledge
ISBN: 1136284656
Category: Education
Page: 272
View: 6346

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Mathematics education in the United States can reproduce social inequalities whether schools use either "basic-skills" curricula to prepare mainly low-income students of color for low-skilled service jobs or "standards-based" curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. Reading and Writing the World with Mathematics argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice.

Reflecting the World

A Guide to Incorporating Equity in Mathematics Teacher Education
Author: Mathew D. Felton?Koestler,Ksenija Simic?Muller,José María Menéndez
Publisher: IAP
ISBN: 1681237695
Category: Education
Page: 139
View: 3080

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Reflecting the World: A Guide to Incorporating Equity in Mathematics Teacher Education is a guide for mathematics teacher educators interested in incorporating equity concerns into their teaching. The book draws on the authors’ research and experience integrating issues of equity, diversity, and social justice into their work as mathematics teacher educators of preservice and inservice preK?9 teachers. Reflecting the World includes both a framework for integrating issues of equity into mathematics teacher education courses and professional development and example lessons. The lessons are organized by content area and include guidance for using them effectively. Elementary and middle grades pre?service teachers are often uncomfortable with mathematics, uncertain about their ability to teach it, and unsure of how it connects to the real world. For many preservice teachers a focus on the real world—and in particular on issues of equity, diversity, and social justice—is more engaging than their past experiences with mathematics and can help lessen their mathematical anxieties. Reflecting the World will assist teacher educators in designing and teaching mathematics content and methods courses in ways that support future teachers to see the relevance of mathematics to our world and in becoming critical, questioning citizens in an increasingly mathematical world. The book provides a set of tools for helping future teachers connect mathematics to the lives, interests, and political realities of an increasingly diverse student body, and in doing so it provides a meaningful answer to the question, “when will I ever use this?”

Deep Knowledge

Learning to Teach Science for Understanding and Equity
Author: Douglas B. Larkin
Publisher: Teachers College Press
ISBN: 0807754218
Category: Education
Page: 161
View: 8217

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EDUCATION / Teaching Methods & Materials / Science & Technology

Empowering Science and Mathematics Education in Urban Schools


Author: Edna Tan,Angela Calabrese Barton,Erin Turner,Maura Varley Gutiérrez
Publisher: University of Chicago Press
ISBN: 0226037991
Category: Education
Page: 224
View: 3046

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Math and science hold powerful places in contemporary society, setting the foundations for entry into some of the most robust and highest-paying industries. However, effective math and science education is not equally available to all students, with some of the poorest students—those who would benefit most—going egregiously underserved. This ongoing problem with education highlights one of the core causes of the widening class gap. While this educational inequality can be attributed to a number of economic and political causes, in Empowering Science and Mathematics Education in Urban Communities, Angela Calabrese Barton and Edna Tan demonstrate that it is augmented by a consistent failure to integrate student history, culture, and social needs into the core curriculum. They argue that teachers and schools should create hybrid third spaces—neither classroom nor home—in which underserved students can merge their personal worlds with those of math and science. A host of examples buttress this argument: schools where these spaces have been instituted now provide students not only an immediate motivation to engage the subjects most critical to their future livelihoods but also the broader math and science literacy necessary for robust societal engagement. A unique look at a frustratingly understudied subject, Empowering Science and Mathematics Education pushes beyond the idea of teaching for social justice and into larger questions of how and why students participate in math and science.

Ethnomathematics

Challenging Eurocentrism in Mathematics Education
Author: Arthur B. Powell,Marilyn Frankenstein
Publisher: SUNY Press
ISBN: 9780791433515
Category: Mathematics
Page: 440
View: 6037

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Presents the emerging field of ethnomathematics from a critical perspective, challenging particular ways in which Eurocentrism permeates mathematics education and mathematics in general.

Alternative Forms of Knowing (in) Mathematics

Celebrations of Diversity of Mathematical Practices
Author: Swapna Mukhopadhyay,Wolff-Michael Roth
Publisher: N.A
ISBN: 9789460919206
Category: Education
Page: 323
View: 712

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This book grew out of a public lecture series, Alternative forms of knowledge construction in mathematics, conceived and organized by the first editor, and held annually at Portland State University from 2006. Starting from the position that mathematics is a human construction, implying that it cannot be separated from its historical, cultural, social, and political contexts, the purpose of these lectures was to provide a public intellectual space to interrogate conceptions of mathematics and mathematics education, particularly by looking at mathematical practices that are not considered relevant to mainstream mathematics education. One of the main thrusts was to contemplate the fundamental question of whose mathematics is to be valorized in a multicultural world, a world in which, as Paolo Freire said, "The intellectual activity of those without power is always characterized asnon-intellectual." To date, nineteen scholars (including the second editor) have participated in the series. All of the lectures have been streamed for global dissemination at: http: //www.media.pdx.edu/dlcmedia/events/AFK/. Most of the speakers contributed a chapter to this book, based either on their original talk or on a related topic. The book is divided into four sections dealing with: Mathematics and the politics of knowledge Ethnomathematics Learning to see mathematically Mathematics education for social justice."

Succeeding at Teaching Mathematics, K-6


Author: Julie Sliva Spitzer,Cheryl D. Roddick
Publisher: Corwin Press
ISBN: 1452293597
Category: Education
Page: 136
View: 6874

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This invaluable resource helps beginning educators focus on the big ideas in teaching mathematics and promote student engagement.

Pencils Down

Rethinking High-stakes Testing and Accountability in Public Schools
Author: Wayne Au,Melissa Bollow Tempel
Publisher: Rethinking Schools
ISBN: 9780942961515
Category: Education
Page: 303
View: 7870

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A collection of articles from Rethinking Schools magazine.

Improving Access to Mathematics

Diversity and Equity in the Classroom
Author: Na'ilah Suad Nasir,Paul Cobb
Publisher: N.A
ISBN: 9780807747285
Category: Education
Page: 211
View: 7874

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Key experts with extensive research and classroom experience examine how the multiple dimensions of race, class, culture, power, and knowledge interact in mathematics classrooms to foster and create inequities. Chapters explore new theoretical perspectives, describe successful classroom practices, and offer insights into how we might develop an effective sociocultural approach to equity in math education.

Ethnomathematics

A Multicultural View of Mathematical Ideas
Author: Marcia Ascher
Publisher: Routledge
ISBN: 1351449508
Category: Mathematics
Page: 214
View: 7085

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In this truly one-of-a-kind book, Ascher introduces the mathematical ideas of people in traditional, or ""small-scale"", cultures often omitted from discussion of mathematics. Topics such as ""Numbers: Words and Symbols"", ""Tracing Graphs in the Sand"", ""The Logic of Kin Relations"", ""Chance and Strategy in Games and Puzzles"", and ""The Organization and Modeling of Space"" are traced in various cultures including the Inuit, Navajo, and Iroquois of North America; the Inca of South America; the Malekula, Warlpiri, Maori, and Caroline Islanders of Oceania, and the Tshokwe, Bushoong, and Kpelle of Africa. As Ascher explores mathematical ideas involving numbers, logic, spatial configuration, and the organization of these into systems and structures, readers gain both a broader understanding and anappreciation for the idease of other peoples.

Multicultural Mathematics

Interdisciplinary Cooperative-Learning Activities
Author: Claudia Zaslavsky
Publisher: Walch Publishing
ISBN: 9780825121814
Category: Education
Page: 142
View: 9039

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58 activities to supplement and enrich the regular mathematics curriculum.

A People's Curriculum for the Earth


Author: Bill Bigelow,Tim Swinehart
Publisher: Rethinking Schools
ISBN: 0942961579
Category: Education
Page: 433
View: 6201

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A People’s Curriculum for the Earth is a collection of articles, role plays, simulations, stories, poems, and graphics to help breathe life into teaching about the environmental crisis. The book features some of the best articles from Rethinking Schools magazine alongside classroom-friendly readings on climate change, energy, water, food, and pollution—as well as on people who are working to make things better. A People’s Curriculum for the Earth has the breadth and depth ofRethinking Globalization: Teaching for Justice in an Unjust World, one of the most popular books we’ve published. At a time when it’s becoming increasingly obvious that life on Earth is at risk, here is a resource that helps students see what’s wrong and imagine solutions. Praise for A People's Curriculum for the Earth "To really confront the climate crisis, we need to think differently, build differently, and teach differently. A People’s Curriculum for the Earth is an educator’s toolkit for our times." — Naomi Klein, author of The Shock Doctrine and This Changes Everything: Capitalism vs. the Climate "This volume is a marvelous example of justice in ALL facets of our lives—civil, social, educational, economic, and yes, environmental. Bravo to the Rethinking Schools team for pulling this collection together and making us think more holistically about what we mean when we talk about justice." — Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin-Madison "Bigelow and Swinehart have created a critical resource for today’s young people about humanity’s responsibility for the Earth. This book can engender the shift in perspective so needed at this point on the clock of the universe." — Gregory Smith, Professor of Education, Lewis & Clark College, co-author with David Sobel of Place- and Community-based Education in Schools

Reading, Writing, and Rising Up

Teaching about Social Justice and the Power of the Written Word
Author: Linda Christensen
Publisher: Rethinking Schools
ISBN: 0942961250
Category: Education
Page: 186
View: 2088

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Give students the power of language by using the inspiring ideas in this very readable book.

Ethnomathematics

Link Between Traditions and Modernity
Author: Ubiratan D'Ambrósio
Publisher: Sense Pub
ISBN: 9789077874769
Category: Education
Page: 89
View: 2518

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In this book, Ubiratan D'Ambrosio presents his most recent thoughts on ethnomathematics - a sub-field of mathematics history and mathematics education for which he is widely recognized to be one of the founding fathers. In a clear, concise format, he outlines the aim of the Program Ethnomathematics, which is to understand mathematical knowing/doing throughout history, within the context of different groups, communities, peoples and nations, focusing on the cycle of mathematical knowledge: its generation, its intellectual and social organization, and its diffusion. While not rejecting the importance of modern academic mathematics, it is viewed as but one among many existing ethnomathematics. Offering concrete examples and ideas for mathematics teachers and researchers, D'Ambrosio makes an eloquent appeal for an entirely new approach to conceptualizing mathematics knowledge and education that embraces diversity and addresses the urgent need to provide youth with the necessary tools to become ethical, creative, critical individuals prepared to participate in the emerging planetary society.