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- Urban mathematical education (6)
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- Atlanta Benjamin Banneker Association (BBA) Conference (1)
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- Critical Postmodern Theory (1)
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- Critical pedagogy; mathematics education; social justice mathematics; teacher education; teacher practices (1)
- Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students (1)
- Data-based decision making (1)
- Discursive formations (1)
- Empowerment (1)
- Ethnomathematical cultural immersion (1)
- Freire (1)
- Freirian participatory research methodology (1)
- Georgia Performance Standards (GPS) (1)
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- Jacqueline Leonard (1)
- MES6 (1)
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- Michel Foucault (1)
Articles 1 - 20 of 20
Full-Text Articles in Education
Mathematics Educators And The “Math Wars”: Who Controls The Discourse?, David W. Stinson
Mathematics Educators And The “Math Wars”: Who Controls The Discourse?, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this editorial, the author expresses support of a colleague, Professor Jo Boaler of Stanford University, in her actions of going public with the harassment that she has experienced through professional and personal attacks by James Milgram of Stanford University and Wayne Bishop of California State University, Los Angeles.
On The Brilliance Of Black Children: A Response To A Clarion Call, Erika Bullock, Maisie Gholson, Nathan Alexander
On The Brilliance Of Black Children: A Response To A Clarion Call, Erika Bullock, Maisie Gholson, Nathan Alexander
Middle-Secondary Education and Instructional Technology Faculty Publications
In this editorial, three dotoral students in Mathematics Education reflect on their experiences as conference organizers and co-editors of the Proceedings of the 2010 Philadelphia and 2011 Atlanta Bejamin Banneker Associaton Conferences.
Beyond The Numbers: A Benjamin Banneker Association Conference Series, Jacqueline Leonard, Erica R. Davila, David W. Stinson
Beyond The Numbers: A Benjamin Banneker Association Conference Series, Jacqueline Leonard, Erica R. Davila, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
The authors discuss how the "white male math myth" can be effectively debunked by conferences such as the Benjamin Banneker Association Beyond the Numbers conference series, which focus on urban mathematical education and highlight the achievements of black children.
Critical Pedagogy And Teaching Mathematics For Social Justice, David W. Stinson, Carla R. Bidwell, Ginny C. Powell
Critical Pedagogy And Teaching Mathematics For Social Justice, David W. Stinson, Carla R. Bidwell, Ginny C. Powell
Middle-Secondary Education and Instructional Technology Faculty Publications
In this article, the authors explore critical pedagogy within the context of mathematics classrooms. The exploration demonstrates the evolving pedagogical practices of mathematics teachers when teaching mathematics is explicitly connected to issues of social justice. To frame the exploration, the authors provide brief overviews of the theoretical tenets of critical pedagogy and of teaching mathematics for social justice. Through using narrative and textual data, the authors illustrate how a graduate-level, critical theory and teaching mathematics for social justice course assisted, in part, in providing not only a new language but also a legitimization in teachers becoming critical mathematics pedagogues.
Transitioning Into Contemporary Theory: Critical Postmodern Theory In Mathematics Education Research, David W. Stinson, Erika Bullock
Transitioning Into Contemporary Theory: Critical Postmodern Theory In Mathematics Education Research, David W. Stinson, Erika Bullock
Middle-Secondary Education and Instructional Technology Faculty Publications
In this theoretical paper, the authors provide an overview of mathematics education as a research domain, identifying and briefly discussing four transitions or historical moments in mathematics education research. Using the Instructional Triangle as a point of reference for the dynamics of mathematics instruction, they illustrate how mathematics education researchers working in different moments explore different questions and use different theoretical perspectives. The authors then provide brief summaries of critical theory and postmodern theory, and suggest critical postmodern theory (CPT) as a hybrid theory that offers new possibilities for conceptualizing and conducting mathematics education research.
2011 Benjamin Banneker Association National Science Foundation Conference Program - Beyond The Numbers: The Brilliance Of Black Children In Mathematics, Benjamin Banneker Association
2011 Benjamin Banneker Association National Science Foundation Conference Program - Beyond The Numbers: The Brilliance Of Black Children In Mathematics, Benjamin Banneker Association
Middle-Secondary Education and Instructional Technology Faculty Publications
No abstract provided.
Both The Journal And Handbook Of Research On Urban Mathematics Teaching And Learning, David W. Stinson
Both The Journal And Handbook Of Research On Urban Mathematics Teaching And Learning, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this editorial, the author explores the prestige that the edited "Handbook" has gained in the social sciences generally and in mathematical education specifically over the past few decades, and explores how this has established new power relationships and scholarly practices within urban mathematical education.
“Race” In Mathematics Education: Are We A Community Of Cowards?, David W. Stinson
“Race” In Mathematics Education: Are We A Community Of Cowards?, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this editorial, the author revisits Attorney General Eric Holder's well-known 2009 statement that, "in things racial we have always been and continue to be, in too many ways, essentially a nation of cowards," examining the ways in which racial "cowardice" continues to impact urban mathematical education.
Voices, Echoes, And Narratives: Multidimensional Experiences Of Three Teachers Immersed In Ethnomathematical Encounters In Morocco, Mekyah Q. Mcqueen, Stanley F. H. Shaheed, Curtis V. Goings, Iman C. Chahine
Voices, Echoes, And Narratives: Multidimensional Experiences Of Three Teachers Immersed In Ethnomathematical Encounters In Morocco, Mekyah Q. Mcqueen, Stanley F. H. Shaheed, Curtis V. Goings, Iman C. Chahine
Middle-Secondary Education and Instructional Technology Faculty Publications
No abstract provided.
How Is It That One Particular Statement Appeared Rather Than Another?: Opening A Different Space For Different Statements About Urban Mathematics Education, David W. Stinson
How Is It That One Particular Statement Appeared Rather Than Another?: Opening A Different Space For Different Statements About Urban Mathematics Education, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this editorial, the author applies Michel Foucault's concept of "discursive formations" to examine fictions, fantasies, and power relationships in mathematics education research.
The Sixth International Mathematics Education And Society Conference: Finding Freedom In A Mathematics Education Ghetto, David W. Stinson
The Sixth International Mathematics Education And Society Conference: Finding Freedom In A Mathematics Education Ghetto, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this editorial, the author relates his experiences at the Sixth International Mathematics Education and Society Conference, held March 2010 in Berlin, Germany, and explores whether urban mathematics educators can navigate historically marginalized racial, ethnic, religious, cultural, gendered, sexual, intellectual, and other communities to find freedom in a what he sees as a "mathematics education ghetto."
The Nuts And Bolts: A Review Of Culturally Specific Pedagogy In The Mathematics Classroom: Strategies For Teachers And Students, Shonda Lemons-Smith
The Nuts And Bolts: A Review Of Culturally Specific Pedagogy In The Mathematics Classroom: Strategies For Teachers And Students, Shonda Lemons-Smith
Middle-Secondary Education and Instructional Technology Faculty Publications
The author reviews Jacqueline Leonard's Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students.
Collaborative Evaluative Inquiry: A Model For Improving Mathematics Instruction In Urban Elementary Schools, Iman C. Chahine, Lesa M. Covington Clarkson
Collaborative Evaluative Inquiry: A Model For Improving Mathematics Instruction In Urban Elementary Schools, Iman C. Chahine, Lesa M. Covington Clarkson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this article, the authors describe the cyclical process of a collaborative evaluative inquiry project and the data collected throughout the project—data that not only informed "next steps" during the project but also show promise in documenting the benefits of such projects. Over a period of 18 months, seven elementary teachers from a K–6 urban elementary school collaborated with university personnel using Parsons’s (2002) Evaluative Inquiry Model, a 5-stage, cyclical model that includes defining, planning, and investigating challenges; collecting, analyzing, and synthesizing data; and communicating findings that transpire through collaborative inquiry. Overall, the project focused on improving the elementary teachers’ …
Mathematics Teacher Educators As Cultural Workers: A Dare To Those Who Dare To Teach (Urban?) Teachers, David W. Stinson
Mathematics Teacher Educators As Cultural Workers: A Dare To Those Who Dare To Teach (Urban?) Teachers, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In his editorial, the author challenges urban mathematics educators to institute as the primary goal for the community of mathematics educators the cultural transformation of the discipline of mathematics from the psychologically brutalizing discipline of stratification into the psychologically humanizing discipline of freedom.
Teachers Reflecting Differently: Deconstructing The Discursive Teacher/Student Binary, David W. Stinson, Ginny C. Powell
Teachers Reflecting Differently: Deconstructing The Discursive Teacher/Student Binary, David W. Stinson, Ginny C. Powell
Middle-Secondary Education and Instructional Technology Faculty Publications
This session explores the ways that practicing teachers came to reflect differently regarding the discursive teacher/student binary during a graduate-level course entitled “Mathematics Education within the Postmodern.” Using Dewey’s concept of reflective thinking, as well as Foucault’s discourse and Derrida’s deconstruction, we show how the course provided new suggestions for the students as they continued their journey of becoming teachers. Through interweaving comments written by the students with concepts borrowed from postmodern philosophers and theorists, we illustrate how the teachers began to understand that teachers and students might indeed be described differently in the postmodern.
The Proliferation Of Theoretical Paradigms Quandary: How One Novice Researcher Used Eclecticism As A Solution, David W. Stinson
The Proliferation Of Theoretical Paradigms Quandary: How One Novice Researcher Used Eclecticism As A Solution, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
When a doctoral student plans to conduct qualitative education research, the aspect of the dissertation that often becomes problematic is determining which theoretical paradigm(s) might frame the study. In this article, the author discusses how he resolved the quandary through eclecticism. The author begins by describing briefly the purpose of his dissertation study, providing a justification for eclecticism in the selection of theories. He follows with a description of the three theories— poststructural theory, critical race theory, and critical theory—that framed his study and discusses briefly the methodology employed. The author concludes with a discussion of likely objections of his …
Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman
Becoming Critical Mathematics Pedagogues: A Journey, David W. Stinson, Carla R. Bidwell, Ginny C. Powell, Mary M. Thurman
Middle-Secondary Education and Instructional Technology Faculty Publications
This session will report the findings of a study that explored the beginning transformations in the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college) who completed a graduate-level mathematics education course that focused on critical theory and teaching for social justice, and how these transformations are compatible (or not) with reform mathematics education as suggested by the National Council of Teachers of Mathematics (NCTM), and in turn, the new Georgia Performance Standards (GPS). The study employed Freirian participatory research methodology; in fact, the participants were not only coresearchers, but also co-authors of the study. …
Critical Mathematics Pedagogy: Transforming Teachers’ Practices, David W. Stinson, Carla R. Bidwell, Christopher C. Jett, Ginny C. Powell, Mary M. Thurman
Critical Mathematics Pedagogy: Transforming Teachers’ Practices, David W. Stinson, Carla R. Bidwell, Christopher C. Jett, Ginny C. Powell, Mary M. Thurman
Middle-Secondary Education and Instructional Technology Faculty Publications
This study reports the effects of a graduate-level mathematics education course that focused on critical theory and teaching for social justice on the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college). The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers, but also co-authors of the study. Data collection included reflective essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical …
What Is Mathematics?: Teachers Exploring The Philosophy Of Mathematics, Kimberly White-Fredette, David W. Stinson
What Is Mathematics?: Teachers Exploring The Philosophy Of Mathematics, Kimberly White-Fredette, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
No abstract provided.
Mathematics As “Gate-Keeper” (?): Three Theoretical Perspectives That Aim Toward Empowering All Children With A Key To The Gate, David W. Stinson
Mathematics As “Gate-Keeper” (?): Three Theoretical Perspectives That Aim Toward Empowering All Children With A Key To The Gate, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this article, the author’s intent is to begin a conversation centered on the question: How might mathematics educators ensure that gatekeeping mathematics becomes an inclusive instrument for empowerment rather than an exclusive instrument for stratification? In the first part of the discussion, the author provides a historical perspective of the concept of “gatekeeper” in mathematics education. After substantiating mathematics as a gatekeeper, the author proceeds to provide a definition of empowering mathematics within a Freirian frame, and describes three theoretical perspectives of mathematics education that aim toward empowering all children with a key to the gate: the situated perspective, …