By Mary Q. Foote (eds.)
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Extra resources for Mathematics Teaching and Learning in K-12: Equity and Professional Development
Some parts of the world look similar on these two maps; other parts of the world appear very different in relative size. Teachers quickly noticed that, since each map describes different features of our world, it is crucial that people be able to read maps with a critical perspective of purpose. Maps and Communities A second, and perhaps competing, way we worked with maps was using the tool of community walks. Since all of the participating teachers, including the teachers of color, were outsiders to the communities 32 Mathematics Teaching and Learning in K-12 in which they taught, this implies the necessity to learn about their students, their students’ families, and their students’ communities.
Study Group Sessions When presenting a student to the study group for review, the teacher brought samples of that child’s work in mathematics, anecdotal 46 Mathematics Teaching and Learning in K-12 information about the child that focused on that child’s mathematical thinking and problem solving, and information about that child’s inschool and out-of-school interests and competencies. The teachers in this study already used in their classrooms a mathematics problem- solving framework adapted from Cognitively Guided Instruction (Carpenter, Fennema, Franke, Levi, & Empson, 1999).
Our study showed that these teachers had an improved understanding of how to integrate language, culture, and mathematics. More importantly, teachers became more aware of young Latina/o students’ capabilities to learn challenging mathematics problem solving and gained confidence over time in their own abilities to provide students with adequate opportunities to learn. Note 1. The names of all participants have been changed to protect their identities. CH A P T E R 2 Centering the Teaching of Mathematics on Students: Equity Pedagogy in Action Laurie H.
Mathematics Teaching and Learning in K-12: Equity and Professional Development by Mary Q. Foote (eds.)