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.

 

 

This book is part of a book series called Mathematics Teaching And Learning .

There are 242 pages in this book. This book was published in 2010 by Palgrave Macmillan .

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

This book has the following chapters: 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. Celedon-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