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Full-Text Articles in Education
Facilitating Pre-Service Teachers To Learn The Mathematical Practices And Engage English Language Learners, Jim Ewing
Journal of Multicultural Affairs
A methods course attempted to help pre-service teachers facilitate the engagement of English language learners (ELLs) in Mathematical Practices from the Common Core State Standards. When 22 elementary pre-service teachers were taught a mathematics lesson in Spanish, most were unable to make sense of the lesson. This made them more aware of challenges ELLs may face when they attempt to engage in Mathematical Practices. The pre-service teachers developed their own strategies to facilitate ELLs. The findings suggest that pre-service teachers not only better empathized with ELLs after being taught in another language, they also learned Mathematical Practices more deeply.
“Cultures As Toolboxes”: An Introduction To The Special Issue Focused On Stem, Anita L. Bright
“Cultures As Toolboxes”: An Introduction To The Special Issue Focused On Stem, Anita L. Bright
Journal of Multicultural Affairs
The Journal of Multicultural Affairs welcomes Dr. Anita Bright as a guest editor to lead a special issue on Science, Engineering, Technology, and Mathematics (STEM). Dr. Bright centers this special issue around one particularly simple, yet complex question, Is the teaching of science, technology, engineering, and mathematics multicultural?
Becoming Women Engineers: Dismantled Notions And Distorted Perspectives, Lisa Zagumny, Holly Garrett Anthony, Sally J. Pardue
Becoming Women Engineers: Dismantled Notions And Distorted Perspectives, Lisa Zagumny, Holly Garrett Anthony, Sally J. Pardue
Journal of Multicultural Affairs
In an investigation of (non-international) undergraduate students’ experiences with their engineering major, we interviewed 10 young women asking questions about their interactions with instructors, academic successes/struggles, and any challenges they felt they had faced as women/girls in engineering. Initial findings echoed those in previous research serving to affirm held notions of interventions that would improve women/girls’ experiences in engineering. In reflecting on the research methods and troubling its design, we realized that we had approached the data with limited perspectives. A new approach to analysis opened up concepts and yielded findings that offer a different course of action for abating …
Dispositions Of First Year Teachers Who Teach Mathematics For Social Justice, Kyndall A. Brown
Dispositions Of First Year Teachers Who Teach Mathematics For Social Justice, Kyndall A. Brown
Journal of Multicultural Affairs
For over 10 years, mathematics educators have sought to use mathematics tasks with social justice contexts to engage students. While student teachers in the UCLA Teacher Education Program (TEP) engage in social justice tasks in their secondary mathematics method classes, very few teachers use these types of tasks with students in the classrooms. The master’s inquiry projects of three TEP students who engaged their students in social justice tasks are analyzed to determine how their backgrounds and positionality influenced their instructional decision making. Results show that personal experiences in the teachers’ lives, as well as a desire to increase motivation …
When Teachers Get It Right: Voices Of Black Girls’ Informal Stem Learning Experiences, Natalie S. King
When Teachers Get It Right: Voices Of Black Girls’ Informal Stem Learning Experiences, Natalie S. King
Journal of Multicultural Affairs
This paper is a part of a larger research study exploring the STEM learning experiences of Black girls who participated in an informal STEM program – I AM STEM. Through the process of reflection and co-construction of counterstories, Black girls reclaimed authorship of their lives. They identified three major attributes of teachers who promoted their academic success and engagement in STEM learning as ones who (a) responded to their needs and built a community of learners, (b) interacted with their parents in a professional manner, and (c) encouraged them to think critically and creatively during the lessons. Excerpts of their …