Toward Equity and Social Justice in Mathematics Education Tonya Gau Bartell 3319929070 9783319929071

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Product details:

• ISBN 10: 3319929070
• ISBN 13: 9783319929071
• Author: Tonya Gau Bartell

This critical volume responds to the enduring challenge in mathematics education of addressing the needs of marginalized students in school mathematics, and stems from the 2015 Annual Meeting of the North American Group of the Psychology of Mathematics Education (PME-NA). This timely analysis brings greater clarity and support to such challenges by narrowing in on four foci: theoretical and political perspectives toward equity and justice in mathematics education, identifying and connecting to family and community funds of knowledge, student learning and engagement in preK-12 mathematics classrooms, and supporting teachers in addressing the needs of marginalized learners.

Table of contents:

Part I. Theoretical and Political Perspectives Toward Equity and Justice in Mathematics Education

1. Disrupting Policies and Reforms in Mathematics Education to Address the Needs of Marginalized Learners

2. Making the Implicit Explicit: Building a Case for Implicit Racial Attitudes to Inform Mathematics Education Research

3. A Socio-spatial Framework for Urban Mathematics Education: Considering Equity, Social Justice, and the Spatial Turn

4. Building on “Misconceptions” and Students’ Intuitions in Advanced Mathematics

5. Promoting Equitable Systems in Mathematics Education Starts with Us: Linking Literature on Allywork to the Work of Mathematics Teacher Educators

6. A Commentary on Theoretical and Political Perspectives Toward Equity and Justice in Mathematics Education

Part II. Identifying and Connecting to Family and Community Funds of Knowledge

7. Connecting Algonquin Loomwork and Western Mathematics in a Grade 6 Math Class

8. Conversions for Life: Transnational Families’ Mathematical Funds of Knowledge

9. A Commentary on Identifying and Connecting to Family and Community Funds of Knowledge

Part III. Student Learning and Engagement in PreK–12 Mathematics Classrooms

10. “So We Only Have One We Share with More, and Then They Have Way More and They Share with Less”: Mathematics and Spatial Justice

11. Supporting the Development of Bilingual Learners’ Mathematical Discourse in a Multilingual, Technological Context

12. The Micro-Politics of Counting

13. A Commentary on Student Learning and Engagement in Pre-K–12 Mathematics Classrooms

Part IV. Supporting Teachers on Addressing the Needs of Marginalized Students

14. Preservice Teachers’ Strategies for Teaching Mathematics with English Learners

15. “How I Want to Teach the Lesson”: Framing Children’s Multiple Mathematical Knowledge Bases in the Analysis and Adaptation of Existing Curriculum Materials

16. Seeing Mathematics Through Different Eyes: An Equitable Approach to Use with Prospective Teachers

17. Using Concept Maps in Teacher Education: Building Connections Among Multiple Mathematical Knowledge Bases and Assessing Mathematical Understanding

18. Using Ethnomathematics Perspective to Widen the Vision of Mathematics Teacher Education Curriculum

19. A Commentary on Supporting Teachers in Addressing the Needs of Marginalized Students

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