By Laura J. Jacobson, Jean Mistele, Visit Amazon's Bharath Sriraman Page, search results, Learn about Author Central, Bharath Sriraman,
Arithmetic instructor schooling has a severe position to play in getting ready academics to place at heart degree ambitions to aid fairness in arithmetic schooling and to diversify scholar curiosity and participation in arithmetic. those ambitions also needs to resonate with broader public curiosity ambitions to enhance academic and social stipulations either within the U.S. and overseas. the math instructor schooling within the Public curiosity publication goals to aid arithmetic instructor educators to arrange lecturers with new wisdom and abilities to help all scholars to profit arithmetic and to develop into knowledgeable, engaged, and demanding voters inside their group, state, and global. whereas across the world there's significant curiosity between arithmetic educators in problems with fairness and social justice, the literature on arithmetic instructor schooling for fairness and social justice up to now has been very limited.The e-book offers theoretical discussions at the desire for fairness and social justice emphases in arithmetic instructor schooling, in addition to functional examples from arithmetic instructor educators, documenting their very own specialist efforts to middle practices on fairness and social justice. part emphases contain serious views on arithmetic instructor schooling, using fairness and social justice-themed actions in arithmetic instructor training classes, and problems with identification and neighborhood and cultural contexts in arithmetic instructor schooling. moreover syntheses of significant principles of the publication are provided by means of skilled researchers.
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Extra info for Mathematics Teacher Education in the Public Interest: Equity and Social Justice
Example text
Ninety percent of the students are female. For example, of the 21 students in a recent cohort, 10 were White, 5 were Latino, 2 were Korean American, 3 were African American, 1 was Filipino American, and 2 were male. They represent a mix of students from Chicago and the outlying suburbs. The vast majority of the students range in age from 17 to 20. About one-third of the students who complete the two-course sequence also complete the math concentration. The current textbook for Math 140 is Sybilla Beckmann’s (2011) Mathematics for Elementary Teachers, which I would characterize as a reform-oriented text that aligns with Liping Ma’s Profound Understanding of Fundamental Mathematics (Ma, 1999) and recent research on mathematics teacher knowledge (Hill & Ball, 2004; Hill, Rowan, & Ball, 2005).
Milner, R. H. (2005). Beyond cultureblindness: A model of culture with implications for gifted education. Roeper Review, 27, 97103. Gutiérrez, R. (2008). A “gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39, 357-364. Gutstein, E. (2005). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York, NY: Routledge. Haberman, M. (1991). The pedagogy of poverty versus good teaching.
Milner, R. H. (2005). Beyond cultureblindness: A model of culture with implications for gifted education. Roeper Review, 27, 97103. Gutiérrez, R. (2008). A “gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39, 357-364. Gutstein, E. (2005). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York, NY: Routledge. Haberman, M. (1991). The pedagogy of poverty versus good teaching.