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Full-Text Articles in Education
Early Career Elementary Teachers’ Practices & Perceptions Related To Language & Language Learners, Erin Elizabeth Turner, Amy Roth Mcduffie, Amanda Tori Sugimoto, Kathleen Jablon Stoehr, Angela Witters, Julia Aguirre, Tonya Bartell, Corey Drake, Mary Q. Foote
Early Career Elementary Teachers’ Practices & Perceptions Related To Language & Language Learners, Erin Elizabeth Turner, Amy Roth Mcduffie, Amanda Tori Sugimoto, Kathleen Jablon Stoehr, Angela Witters, Julia Aguirre, Tonya Bartell, Corey Drake, Mary Q. Foote
Teacher Education
There has been limited attention to early career teachers’ (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe multiple themes that cut across teachers’ noticing related to language and language learners, and discuss one theme (i.e., Perspectives on multiple languages) in more detail, including evidence of specific forms of noticing. Implications for teacher education and professional development are discussed.
Crossing “The Problem Of The Color Line”: White Mathematics Teachers And Black Students, Carla Bidwell, David W. Stinson
Crossing “The Problem Of The Color Line”: White Mathematics Teachers And Black Students, Carla Bidwell, David W. Stinson
Middle and Secondary Education Faculty Publications
In this paper, the authors explore—within an eclectic theoretical framework of critical theory, critical race theory, and Whiteness studies—the life experiences of four White high school mathematics teachers who were “successful” with Black students. The data were collected through three, semi-structured interviews, conducted over a 5-month time period. Through a cross-case analysis of the data, three commonalities among the teachers were identified as being significant contributors to their success in teaching Black students. Two commonalities the participants themselves felt strongly about, and a third became apparent during the cross-case analysis: (a) forming meaningful relationships with students, (b) engaging students in …
Questions Of Truth: Ethical And Moral Wanderings In Middle Grades Mathematics Classrooms And Research, Susan Ophelia Cannon, Stephanie Behm Cross
Questions Of Truth: Ethical And Moral Wanderings In Middle Grades Mathematics Classrooms And Research, Susan Ophelia Cannon, Stephanie Behm Cross
Middle and Secondary Education Faculty Publications
This paper describes two researchers engagement with two teachers as they taught a middle grades mathematics course, Current Events Math, in a large urban school district. The researchers share bits of data and their ethical entanglements as they entered into the site to find the truth about what works in middle grades mathematics classrooms only to realize that truth cannot be found through research. They then grappled with the question of the purpose of research and their roles as researchers in the school and the academy.
Mathematics As (Double) Gatekeeper, Student As Bordercrosser: A Case Study, Susan Ophelia Cannon, Kayla Myers, Stephanie Behm Cross
Mathematics As (Double) Gatekeeper, Student As Bordercrosser: A Case Study, Susan Ophelia Cannon, Kayla Myers, Stephanie Behm Cross
Middle and Secondary Education Faculty Publications
No abstract provided.