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Obstacles To Addressing Race And Ethnicity In The Mathematics Education Literature, Amy Noelle Parks, Mardi Schmeichel
Obstacles To Addressing Race And Ethnicity In The Mathematics Education Literature, Amy Noelle Parks, Mardi Schmeichel
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This Research Commentary builds on a 2-stage literature review to argue that there are 4 obstacles to making a sociopolitical turn in mathematics education that would allow researchers to talk about race and ethnicity in ways that take both identity and power seriously. The obstacles discussed are (a) the marginalization of discussions of race and ethnicity; (b) the reiteration of race and ethnicity as independent variables; (c) absence of race and ethnicity from mathematics education research; and (d) the minimizing of discussions of race and ethnicity, even within equity-oriented work.
Improving Elementary American Indian Students’ Math Achievement With Inquiry-Based Mathematics And Games, Jamalee Stone, Edmund T. Hamann
Improving Elementary American Indian Students’ Math Achievement With Inquiry-Based Mathematics And Games, Jamalee Stone, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Project Inquiry-Based Mathematics was a National Science Foundation Math-Science Partnership implemented in a Great Plains city school district with a significant K-12 Native American population. One goal of the project was to reduce the achievement gap between Native American and non-Native students enrolled in the district. This gap reduction was to be achieved using inquiry-based mathematics curricula along with cognitively guided instructional strategies, particularly at the elementary level. This study focuses on whether inquiry-based mathematics strategies were consistently implemented in three fifth-grade classrooms at K-5 elementary schools with significant Native American student populations. Test result of Native American students at …