Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics?
This book invites K–8 teachers to reflect on their own and their students’ multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender.
The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices: Going deep with mathematics; leveraging multiple mathematical competencies; affirming mathematics learners’ identities; challenging spaces of marginality; and drawing on multiple resources of knowledge.
Special features of the book:
- Classroom vignettes, lessons, and assessments showing equity-based practices
- Tools for teachers’ self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u
- Suggestions for partnering with parents and community organisations
- End-of-chapter discussion questions
- ISBN13 9780873536899
- Publish Date 3 July 2013
- Publish Status Active
- Publish Country US
- Imprint National Council of Teachers of Mathematics,U.S.
- Format Paperback
- Pages 126
- Language English