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Math and science hold powerful places in contemporary society, setting the foundations for entry into some of the most robust and highest-paying industries. However, effective math and science education is not equally available to all students, with some of the poorest students-those who would benefit most-going egregiously underserved. This ongoing problem with education highlights one of the core causes of the widening class gap. While this educational inequality can be attributed to a number of economic and political causes, in Empowering Science
Science --- Mathematics --- Critical pedagogy --- City children --- Educational equalization. --- Educational equality --- Educational equity --- Educational inequality --- Equal education --- Equal educational opportunity --- Equality of education --- Equalization, Educational --- Equity, Educational --- Inequality, Educational --- Opportunity, Equal educational --- Education --- Affirmative action programs in education --- Children in cities --- Urban children --- Children --- City dwellers --- Urban teenagers --- Urban youth --- Study and teaching (Middle school) --- Education. --- Aims and objectives --- stem, math, scientific, subjects, school, schooling, education, educational, classroom, teachers, academic, learning, contemporary, modern, industry, jobs, career, higher ed, equality, gaps, curriculum, inequality, economic, financial, wealth, politics, political, failure, history, culture, cultural, social, needs, core, study, research, pedagogy, pedagogical, critical.
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This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.
Mathematics teachers --- Training of. --- Mathematics. --- Educational sociology. --- Mathematics Education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Ethnicity in Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Math --- Science --- Aims and objectives --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension --- Mathematics --- Education. --- Study and teaching.
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