Suchergebnisse

Culturally responsive mathematics pedagogy (CRMP) should be valued and presented as the norm for teachers so that students from diverse backgrounds can access essential mathematical knowledge (Aguirre & del Rosario, 2013; Bonner & Adams, 2012; Leonard & Moore, 2014). Prospective teachers of diverse students need to have opportunities in their professional study to develop the shared knowledge, perceptions and attitudes required for effective implementation of culturally responsive mathematics pedagogy (Gay, 2002). The purpose of this study is to begin investigative and exploratory work through the coupling of qualitative research methodology and critical race theory to examine preservice secondary mathematics teachers' (PSMTs)experiences using CRMP in classrooms to teach diverse children. The research questions to be addressed are: How do PSMTs negotiate their experiences teaching mathematics to diverse children while immersed in CRMP professional learning activities during their practicum? What affordances and constraints provided both inside and outside of the mathematics classroom are reflected in these PSMTs instructional practices? Participants in the study explore their experiences with CRMP by addressing race, socio political, and cultural issues within education. Results of this study have implications for educators who aim to become more culturally responsive in their mathematics classroom, and for teacher education programs.

Examining preservice elementary school (PES) teachers' perspectives in the design of teacher education methods courses serves as an innovative solution to increase PES teachers' participation, reflection, and cultural responsiveness in mathematics education. Culturally responsive mathematics teaching (CRMT) provides opportunities for teachers to meet the needs of diverse learners while offering PES teachers with responsive tools and strategies to ensure student learning. This study examines the effect of PES teachers' online discourse when prompt with an online curriculum designed to increase race, gender, culture, political, and socioeconomic talk. A social constructivist framework is employed to promote online engagement and argumentation among PES teachers in a variety of social and cultural settings (Lin, Hong, & Lawrentz, 2012). Particular focus is on PES teachers' online progress, such as their online participation, discourse, and reflections. This presentation serves as a platform to share PES teachers' experiences in developing culturally responsive mathematics practices. Findings and analysis from PES reflections help initiate an action plan that will guide the next phase of implementation. Reference Lin, H., Hong, Z, & Lawrenz, F. (2012). Promoting and scaffolding argumentation through reflective asynchronous discussions. Computers & Education, 59, 378-384.

"This book will significantly contribute to the education profession by delving into the experiences of educators who use best practices through teaching as activism from an asset-based perspective. The book will also highlight teachers' use of social justice as a framework for educating students and situating activism as an essential part of pedagogical practices"--

PurposeHarlem Renaissance Party by Faith Ringgold follows a young boy and his uncle as they visit the "giants" of the Harlem Renaissance. Lonnie and Uncle Bates travel through Harlem to meet historical figures, such as W.E.B. Du Bois, Langston Hughes, Madam CJ Walker and others. They also visit historical venues where Black artists performed. Such venues included the Cotton Club, the Harlem Opera House and the Schomburg Library.Design/methodology/approachAs students study the end of the Civil War and the early 1900s, they should learn about the causes of the Great Migration that led Black artists to flee from the south to larger cities in the north. In addition, Jim Crow Laws and other discriminatory practices prevented Black artists from performing their crafts. The Harlem Renaissance has had lasting effects on arts, music, literature and dance. In addition, students should use credible sources to gather information and documents about historical events and people.FindingsThese inquiry-based activities also integrate arts education and history to reach diverse student populations as they gain meaningful experiences interacting with authentic documents.Originality/valueAs students study the end of the Civil War and the early 1900s, they should learn about the causes of the Great Migration that led Black artists to flee the south to larger cities in the north. In addition, Jim Crow Laws and other discriminatory practices prevented Black artists from performing their crafts.