No Time Like the Present: Reflecting on Equity in School Mathematics

Rousseau, Célia; Tate, William F.

doi:10.1353/tip.2003.0035

Cited by 33 publications

(58 citation statements)

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“…Not only do students of color disproportionately attend inner-city schools plagued with a lack of resources (Kozol, 2005), but within diverse schools, students of color and students with low socioeconomic status are frequently assigned to Special Education classes, placed in low-track classes, or otherwise deemed incapable of performing highly (Lucas, 1999;McDermott, Goldman, & Varenne, 2006;Oakes, Joseph, & Muir, 2003). Teacher beliefs about their students play a prominent role in what they do in their classrooms (Rousseau & Tate, 2003), as do contextual factors such as time, curriculum available, and teacher professional development (Rousseau & Powell, 2005), and there is ample evidence that what teachers do matters quite a bit for student achievement, persistence, and processes of positioning and identification (Perry, 2003). In mathematics education, all of these aspects of schooling, and the relationships between them, need to be taken into account if we are to make real progress towards equity.…”

Section: Ideas and Identities 48mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

177

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This review considers research related to mathematics education and cooperative learning, and discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. I define equity in this context as the fair distribution of opportunities to learn, and argue that identity-related processes are just as central to mathematical development as content learning. I consider the link between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. I close by considering unresolved questions in the field and proposing directions for future research.

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Section: Ideas and Identities 48mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

177

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“…During the last few decades, a considerable number of mathematics educators have addressed ethnomathematics and culturally relevant mathematics (e.g., Berry, 2008;Davis & Martin, 2008;Gutstein, Lipman, Hernandez, & de los Reyes, 1997;Joseph, 1987;Ladson-Billings, 1997;Lynn, 2006;Martin, 2007;Matthews, 2003;Rousseau & Tate, 2003;Tate, 1995). Likewise, there has been a shift from the notion that science education is valueand culture-free, and ethnoscience is also on the rise (Kahle, Meece, & Scantlebury, 2000;Lee & Buxton, 2008;Sadler, Amirshokoohi, Kazempour, & Allspaw, 2006;Roth & Tobin, 2007).…”

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confidence: 99%

Culturally Relevant Teaching in Science Classrooms: Addressing Academic Achievement, Cultural Competence, and Critical Consciousness

Boutte

Kelly-Jackson

Johnson

2010

IJME

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This article provides classroom examples and commentaries for extending and deepening culturally relevant science teaching efforts in classrooms.  It examines instructional efforts used by one of the authors with high school and university students.  Together, the three authors rethink and reconsider several aspects against a culturally relevant pedagogical backdrop. The commentary points out considerations for focusing on student achievement, cultural competence, and critical and sociopolitical consciousness.  The necessity and difficulty of centering culture, equity, and power relations are emphasized.

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“…Moreover, research points to particular problems with White teachers of students of color (Cochran-Smith et al, 2004). Often these teachers have negative views, attitudes, and beliefs about difference, which they may see as something to overcome or correct (Cochran-Smith et al, 2004; T. C. Howard, 2003b;Ketter & Lewis, 2001;Miron, 1996;Rousseau & Tate, 2003).…”

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confidence: 99%

Effective Teaching/Effective Urban Teaching

Watson¹,

Charner-Laird²,

Kirkpatrick³

et al. 2006

Journal of Teacher Education

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This article considers the ways in which 17 novice teachers define and describe effective urban teaching and the stark contrasts that these teachers draw between effective urban teaching and effective teaching. The authors find that descriptions of students played a considerable role when participants made distinctions between effective teaching and effective urban teaching. These teachers defined the two types of teaching largely in terms of perceived behaviors, beliefs, and characteristics of urban and suburban students that were chiefly based on monolithic group stereotypes and in the case of students of color, were deficit laden.

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No Time Like the Present: Reflecting on Equity in School Mathematics

Cited by 33 publications

References 0 publications

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Culturally Relevant Teaching in Science Classrooms: Addressing Academic Achievement, Cultural Competence, and Critical Consciousness

Effective Teaching/Effective Urban Teaching

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