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Mathematical discourse that breaks barriers and creates space for marginalized learners / edited by Roberta Hunter, Marta Civil, Beth Herbel-Eisenmann, Núria Planas and David Wagner.
- Format:
- Book
- Language:
- English
- Subjects (All):
- Mathematics--Study and teaching (Elementary).
- Mathematics.
- Mathematics--Study and teaching (Secondary).
- Multicultural education.
- Children with disabilities--Education.
- Children with disabilities.
- Mathematics--Language.
- Physical Description:
- 1 online resource (294 pages)
- Place of Publication:
- Rotterdam : Sense Publishers.
- Summary:
- For the past decade reform efforts have placed importance on all students being able to participate in collaborative and productive mathematical discourse as an essential component for their learning of mathematics with deep conceptual understandings. In this book our intent is to support mathematics education researchers, teacher educators, teachers and policy makers in providing positive solutions to the enduring challenge in mathematics education of enabling all participants including diverse students to equitably access mathematical discourse. By diverse learners we mean learners who are minoritized in terms of gender, disability, or/and social, cultural, ethnic, racial or language backgrounds. We aim to increase understanding about what it means to imagine, design and engage with policy and practice which enhance opportunities for all students to participate in productive mathematical discourse. In widening the lens across policy and practice settings we recognize the interplay between the many complex factors that influence student participation in mathematics. The various chapters tell practical stories of equitable practices for diverse learners within a range of different contexts. Different research perspectives, empirical traditions, and conceptual foci are presented in each chapter. Various aspects of diversity are raised, issues of concern are engaged with, and at times conventional wisdom challenged as the authors provide insights as to how educators may address issues of equitable access of minoritized learners to the mathematical discourse within settings across early primary through to high school, and situated in schools or in family and community settings.
- Contents:
- Front Matter
- Copyright page
- Introduction / Roberta Hunter and Marta Civil
- Opening the Space for all Students to Engage in Mathematical Practices Within Collaborative Inquiry and Argumentation / Roberta Hunter and Jodie Hunter
- Cultural Narratives and Status Hierarchies / Niral Shah and Sandra Crespo
- Creating Space and Supporting Vulnerable Learners / Kirstin Erath
- Considering Silence and Precision / Judit Moschkovich
- Language as Resource / José Manuel Martínez
- The Role of Continuous Assessment and Effective Teacher Response in Engaging all students / Paulino Preciado-Babb , Martina Metz , Soroush Sabbaghan and Brent Davis
- Learning to Support Student Discourse in an Urban High School District / Brian R. Lawler
- ‘Feeling’ the Mathematics of Disabled Learners / Elena Nardi , Lulu Healy , Irene Biza and Solange Hassan Ahmad Ali Fernandes
- Embodied Geometry / Christina M. Krause
- Using Rich Investigative Mathematics Activities Towards Embedding Culturally Responsive and Culturally Sustaining Mathematics Teaching / Robin Averill
- Mathematical Discourse When Engaging in Pattern Generalisation / Jodie Miller , Elizabeth Warren and Danielle Armour
- Language Resources to Scaffold Mathematical Learning for Remote Indigenous Learners / Robyn Jorgensen
- Who is Doing the Talking? an Inquiry Based Approach to Elementary Mathematics in Papua New Guinea / Cris Edmonds-Wathen , Kay Owens , Vagi Bino and Charly Muke
- Teaching and Learning Mathematics in Trilingual Classrooms / Mamokgethi S. Phakeng , NÚria Planas , Arindam Bose and Evelyn Njurai.
- Notes:
- Includes bibliographical references.
- ISBN:
- 94-6351-212-8
- OCLC:
- 1012943823
- Publisher Number:
- 10.1163/9789463512121 DOI
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