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Secondary Education and Teaching Commons™

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Georgia State University

2013

Articles 1 - 8 of 8

Full-Text Articles in Secondary Education and Teaching

Teaching Mathematics For Social Justice: Conversations With Educators – A Symposium, David W. Stinson, Anita A. Wager Jan 2013

Teaching Mathematics For Social Justice: Conversations With Educators – A Symposium, David W. Stinson, Anita A. Wager

Middle-Secondary Education and Instructional Technology Faculty Publications

Using Marilyn Frankenstein’s germinal 1983 article “Critical Mathematics Education: An Application of Paulo Freire’s Epistemology” and Ole Skovsmose’s 1985 germinal article “Mathematics Education Versus Critical Education” as credible “start points”, critical mathematics or more broadly, social justice mathematics, is marking three decades of empowering yet uncertain possibilities. Nonetheless, there are two recurring questions: What is it? and What does it “look like”? Drawing on the collective stories (and wisdom) of critical mathematics educators, this symposium aims to offer some open, non-definitive answers to these two questions.

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An English Only Fountain: A Response To Tamsin Meaney’S Critique Of English Privilege In Mathematics Education Research, David W. Stinson Jan 2013

An English Only Fountain: A Response To Tamsin Meaney’S Critique Of English Privilege In Mathematics Education Research, David W. Stinson

Middle-Secondary Education and Instructional Technology Faculty Publications

In this brief written reaction to Tamsin Meaney’s essay “The Privileging of English in Mathematics Education Research, Just a Necessary Evil?”, the author’s explicit purpose is to provoke an emotional response to Meaney’s plenary address with the juxtaposition of two visuals: (1) Table 1 – a list of English Only mathematics education conferences; (2) Figure 1 – a picture of a Whites Only water fountain. While intentionally aiming for an emotional response, however, it is important to note that the author is not suggesting that the injustices of Jim Crow and Apartheid were (are) one in the same nor that …

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“I Hate History”: A Study Of Student Engagement In Community College Undergraduate History Courses, Katherine A. Perrotta, Chara H. Bohan Jan 2013

“I Hate History”: A Study Of Student Engagement In Community College Undergraduate History Courses, Katherine A. Perrotta, Chara H. Bohan

Middle-Secondary Education and Instructional Technology Faculty Publications

Many instructors seek to improve student engagement, but determining how to achieve student engagement can be complex and complicated. The authors sought to explore how the implementation of active-learning strategies in undergraduate history courses at a metropolitan community college using graphic organizers and group discussion impacted student engagement. Surveys were distributed to students in five undergraduate history courses in order to elicit student perspectives on how active-learning strategies improved student engagement. The survey data revealed that some active-learning strategies improved student engagement, whereas others did not. The authors report that a combination of implementing lecture and active-learning strategies was effective …

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Reaching Across The Color Line: Margaret Mitchell And Benjamin Mays, An Uncommon Friendship, Jearl Nix, Chara Haeussler Bohan Jan 2013

Reaching Across The Color Line: Margaret Mitchell And Benjamin Mays, An Uncommon Friendship, Jearl Nix, Chara Haeussler Bohan

Middle-Secondary Education and Instructional Technology Faculty Publications

The authors examine how the Margaret Mitchell - Benjamin Mays relationship displays the courage of two individuals who reached across a line of hatred and mistrust to bridge a gap between black and white citizens of Atlanta, GA.

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Conversations About Privilege And Oppression In Mathematics Education, David W. Stinson, Joi A. Spencer Jan 2013

Conversations About Privilege And Oppression In Mathematics Education, David W. Stinson, Joi A. Spencer

Middle-Secondary Education and Instructional Technology Faculty Publications

In this editorial, the authors frame the purpose and outline the contents of the JUME special issue “Privilege and Oppression in the Mathematics Preparation of Teacher Educators” (the title of a 3-day conference held in Battle Creek, Michigan). As part of the “thoughtful action” called for throughout the conference, the intention of the special issue is to invite all mathematics educators (and others) into conversations about systems of privilege and oppression.

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On Being A Hardliner On Issues Of Race And Culture In Mathematics Education Research, David W. Stinson Jan 2013

On Being A Hardliner On Issues Of Race And Culture In Mathematics Education Research, David W. Stinson

Middle-Secondary Education and Instructional Technology Faculty Publications

In this editorial, the author provides a revised written version of his remarks delivered at the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago, IL, November 15, 2013; the remarks were in response to Professor Na’ilah Suad Nasir’s (2013) plenary address “Why Should Mathematics Educators Care about Race and Culture?”

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Diversity In Methodology: Different Possibilities For Data Collection, Analysis, And Representation, David W. Stinson, Erika C. Bullock Jan 2013

Diversity In Methodology: Different Possibilities For Data Collection, Analysis, And Representation, David W. Stinson, Erika C. Bullock

Middle-Secondary Education and Instructional Technology Faculty Publications

Mathematics education research over the past half century can be understood as operating in four distinct yet overlapping and simultaneously operating historical moments: the process–product moment (1970s–), the interpretivist–constructivist moment (1980s–), the social-turn moment (mid 1980s–), and the sociopolitical-turn moment (2000s–). Each moment embraces unique theoretical perspectives as it critiques or rejects others. Moreover, because methodology is inextricably linked to theory, each moment calls forth unique methodological perspectives. Using exemplars of research articles from each moment, the authors illustrate how each moment provides different possibilities for data collection, analysis, and representation.

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Nineteenth Century Rosa Parks? Assessing Elizabeth Jennings' Legacy As A Teacher And Civil Rights Pioneer In Antebellum America, Katherine A. Perrotta, Chara Haeussler Bohan Jan 2013

Nineteenth Century Rosa Parks? Assessing Elizabeth Jennings' Legacy As A Teacher And Civil Rights Pioneer In Antebellum America, Katherine A. Perrotta, Chara Haeussler Bohan

Middle-Secondary Education and Instructional Technology Faculty Publications

Elizabeth Jennings should be recognized as more than a "Rosa Parks" figure in Antebellum New York City history. Both Jennings' and Parks' experiences with segregation on public transportation are similar, but they are not the same. Jennings' ejection from a New York streetcar was not deliberately planned, nor did her removal from the streetcar lead to mass protests or boycotts in New York City or throughout the country. Similarly though, as many African Americans endured violence during the Civil Rights movement of the 1950s and 1960s, Elizabeth Jennings also survived the New York City Draft Riots in 1863. Overall, both …

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