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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Between Paralysis And Empowerment: Action In Mathematics For Social Justice Work, Lidia Gonzalez
Between Paralysis And Empowerment: Action In Mathematics For Social Justice Work, Lidia Gonzalez
Publications and Research
In this article, I focus on my experiences teaching a seminar in critical pedagogy and the math for social justice (MfSJ) work that grew from of my students’ reflections as to how they might promote change towards justice. The course was designed to acquaint students with the research literature in critical pedagogy as we explored the social, political, cultural, and economic realities around our system of public education. Yet there came a point where students questioned the value of such exploration as they genuinely considered what to do next. I, too, struggled both to support the students I was working …
Examining Ec-6 Pre-Service Teachers' Perceptions Of Self-Efficacy In Teaching Mathematics, Tonya D. Jeffery, Lisa D. Hobson, Sarah J. Conoyer, Karen E. Miller, Lesley F. Leach
Examining Ec-6 Pre-Service Teachers' Perceptions Of Self-Efficacy In Teaching Mathematics, Tonya D. Jeffery, Lisa D. Hobson, Sarah J. Conoyer, Karen E. Miller, Lesley F. Leach
Faculty Publications
Mathematics teacher quality has become a major focus in national education reform efforts. In addition, there is an increasing interest in the effectiveness of teacher preparation programs and the undergraduate preparation of elementary mathematics teachers. Empirical evidence suggests that teacher attitudes, behaviors and values, or dispositions, towards teaching have a significant impact on student outcomes. The purpose of this study is to survey juniors and seniors in an undergraduate teacher preparation program to gauge their perceptions of self-efficacy and comfort with teaching mathematics. The results have implications for, and reaffirm concerns about the undergraduate preparation of elementary mathematics teachers.
“Indefensible, Illogical, And Unsupported”; Countering Deficit Mythologies About The Potential Of Students With Learning Disabilities In Mathematics, Rachel Lambert
Education Faculty Articles and Research
This paper describes two myths that circulate widely about the potential of students with Learning Disabilities to learn mathematics: (1) that students with Learning Disabilities cannot benefit from inquiry-based instruction in mathematics, and only from explicit instruction; and (2) that students with Learning Disabilities cannot construct their own mathematical strategies and do not benefit from engaging with multiple strategies. In this paper, I will describe how these myths have developed, and identify research that counters these myths. I argue that these myths are the unintended consequences of deficit constructions of students with Learning Disabilities in educational research. Using neurodiversity to …
How Readability Factors Are Differentially Associated With Performance For Students Of Different Backgrounds When Solving Mathematics Word Problems, Candace Walkington, Virginia Clinton, Pooja Shivraj
How Readability Factors Are Differentially Associated With Performance For Students Of Different Backgrounds When Solving Mathematics Word Problems, Candace Walkington, Virginia Clinton, Pooja Shivraj
Educational Foundations and Research Faculty Publications
The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how readability factors – such as length, word difficulty, and pronouns – interact with student background characteristics – such as race/ethnicity, mathematics achievement, and socioeconomic status. Textual features that make problems more difficult to process appear to differentially negatively impact struggling students, while features that make language easier to process appear …
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 …