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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Patterns, An Approach To Learning Algebra And Developing Mathematical Thinking In Primary School In Honduras, Johana Elizabeth Thomas Zapata, Alejandra Cáceres
Patterns, An Approach To Learning Algebra And Developing Mathematical Thinking In Primary School In Honduras, Johana Elizabeth Thomas Zapata, Alejandra Cáceres
English Language Institute
No abstract provided.
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
Faculty Publications
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.
Seeing Mathematics Through Different Eyes: An Equitable Approach To Use With Prospective Teachers, Christa Jackson, Cynthia E. Taylor, Kelley Buchheister
Seeing Mathematics Through Different Eyes: An Equitable Approach To Use With Prospective Teachers, Christa Jackson, Cynthia E. Taylor, Kelley Buchheister
Department of Child, Youth, and Family Studies: Faculty Publications
Teacher educators need to prepare prospective teachers by encouraging them to critically examine their current beliefs about the teaching and learning of mathematics while also providing opportunities for prospective teachers to develop an equity-centered orientation. Attending to these practices in teacher preparation programs may help prospective teachers observe actions that occur in classrooms and determine effective strategies that provide the opportunity to enhance all students’ access to high-quality mathematics instruction. As mathematics teacher educators, we must recognize what prospective teachers attend to as they direct their attention to various classroom events and how they relate the events to broader principles …
What Is Equity? Ways Of Seeing, Christa Jackson, Cynthia Taylor, Kelley Buchheister
What Is Equity? Ways Of Seeing, Christa Jackson, Cynthia Taylor, Kelley Buchheister
Department of Child, Youth, and Family Studies: Faculty Publications
Prospective teachers must be prepared for their role in providing equitable access for learning high quality mathematics. Therefore, it is imperative that mathematics teacher educators provide opportunities to develop an equity-centered orientation in teacher preparation courses. In this study, we begin to address this issue by identifying what prospective teachers attend to in a classroom vignette of an African American male student who is above grade level in mathematics and exhibits disruptive behavior during instruction. The results of the study indicate that while participants are beginning to attend to cultural influences, most responses are focused on classroom management strategies
The Mathematical Development In Number And Operation Of Struggling First Graders, John Lannin, Delinda Van Garderen, Matthew J. Switzer, Kelley E. Buchheister, Tiffany Hill, Christa Jackson
The Mathematical Development In Number And Operation Of Struggling First Graders, John Lannin, Delinda Van Garderen, Matthew J. Switzer, Kelley E. Buchheister, Tiffany Hill, Christa Jackson
Department of Child, Youth, and Family Studies: Faculty Publications
Number and operations serve as the “cornerstone” of the K-12 mathematics curriculum in many countries. Solving problems in the mathematical domains of algebra, geometry, measurement, and statistics is often closely connected to student knowledge of number and operation (Griffin, 2005). Although considerable knowledge exists regarding the development of number and operation for typically developing children, less is known about the development of children who struggle in mathematics. Moreover, children enter school with considerable differences in their understanding of number and operation. While most children, through exposure to various informal and formal tasks, develop a deeper understanding of number and operation, …