| Description |
vi, 170 pages : illustrations ; 26 cm. |
| Series |
Annual perspectives in mathematics education,
2332-6336 ;
2018
|
|
Annual perspectives in mathematics education ; 2017.
2332-6336
|
| Bibliography |
Includes bibliographical references. |
| Summary |
Mathematics education will never truly improve until it adequately addresses those students whom the system has most failed. The 2018 volume of Annual Perspectives in Mathematics Education (APME) series showcases the efforts of classroom teachers, school counselors and administrators, teacher educators, and education researchers to ensure mathematics teaching and learning is a humane, positive, and powerful experience for students who are Black, Indigenous, and/or Latinx. The book's chapters are grouped into three sections: Attending to Students' Identities through Learning, Professional Development That Embraces Community, and Principles for Teaching and Teacher Identity. To turn our schools into places where children who are Indigenous, Black, and Latinx can thrive, we need to rehumanize our teaching practices. The chapters in this volume describe a variety of initiatives that work to place these often marginalized students--and their identities, backgrounds, challenges, and aspirations--at the center of mathematics teaching and learning. We meet teachers who listen to and learn from their students as they work together to reverse those dehumanizing practices found in traditional mathematics education. With these examples as inspiration, this volume opens a conversation on what mathematics educators can do to enable Latinx, Black, and Indigenous students to build on their strengths and fulfill their promise. |
| Contents |
Preface / Melissa Boston -- Introduction: The Need to Rehumanize Mathematics / Rochelle Gutiérrez -- PART I: Attending to Students' Identities through Learning. Toward Indigenous Making and Sharing: Implications for Mathematics Learning / Filiberto Barajas-López and Megan Bang -- Girls STEM Institute: Transforming and Empowering Black Girls in Mathematics through STEM / Crystal Hill Morton and Demetrice Smith-Mutegi -- Shades of Blackness: Rehumanizing Mathematics Education through an Understanding of Sub-Saharan African Immigrants / Oyemolade Osibodu and Missy D. Cosby -- We Fear No Number: Humanizing Mathematics Teaching and Learning for Black Girls / Nicole M. Joseph and Norman V. Alston -- Every Penny Counts: Promoting Community Engagement to Engage Students in Mathematical Modeling / Jennifer Suh, Lauren Britton, Kristen Burke, Kathleen Matson, Linda Ferguson, Spencer Jamieson, and Padmanabhan Seshaiyer -- PART II : Professional Development That Embraces Community. "We Don't Think of It in Terms of Math, It's Just the Way of Life" / Bev Caswell, Jason Jones, Marjolaine LaPointe, and Tracy Kabatay -- Mathequity Hours: Fostering Wholeness in a Mathematics Learning Community / Aris Winger, Michael Young, Idris Stovall, Sarah Sword, Eden Badertscher, Miriam Gates, Una MacDowell, and Al Cuoco -- PART III: Principles for Teaching and Teacher Identity. Centering Students' Mathematical Agency at Northwest Indian College / Zachariah Bunton, Cassandra Cook, and Matteo Tamburini -- "I Can Solve All the Problems": Latinx Students (Re)Write Their Math Stories / Melissa Adams -- ¿Es lo Mismo? Bilingual Children Counting and Making Sense of Numbers / Cristina Valencia Mazzanti and Martha Allexsaht-Snider -- Listening to and Learning with Black Teachers of Mathematics / Toya Jones Frank, Deena Khalil, Beyunka Scates, and Symone Odoms -- Concluding Thoughts / Imani Goffney |
| Subject |
Mathematics -- Study and teaching -- United States.
|
|
Mathematics -- Study and teaching. |
|
United States. |
|
African American students.
|
|
African American students. |
|
Hispanic American students.
|
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Hispanic American students. |
|
Indian students.
|
|
Indian students. |
| Added Author |
Goffney, Imani, editor.
|
|
Gutiérrez, Rochelle, editor.
|
|
Boston, Melissa, editor.
|
| ISBN |
1680540092 |
|
9781680540093 |
|
