In this article, we begin by taking stock of broad trends related to gender and mathematics, focusing primarily on patterns within the United States. We then add some important nuance, discussing some ways in which patterns vary by social class and race. Given that much recent work on gender and mathematics has been situated outside of traditional mathematics education frames, we consider how ongoing work in psychology and gender studies can contribute to our understanding, using interview data from a study of woman’s experiences in a mathematics Ph.D. program. Ultimately, we argue that mathematics education researchers bring unique expertise to the table and have a particular role to play in building upon work in other fields to further the work on gender and mathematics.
{"title":"Gender and Mathematics: What Can Other Disciplines Tell Us? What is Our Role?","authors":"S. Lubienski, Weverton Ataide Pinheiro","doi":"10.21423/JUME-V13I1A377","DOIUrl":"https://doi.org/10.21423/JUME-V13I1A377","url":null,"abstract":"In this article, we begin by taking stock of broad trends related to gender and mathematics, focusing primarily on patterns within the United States. We then add some important nuance, discussing some ways in which patterns vary by social class and race. Given that much recent work on gender and mathematics has been situated outside of traditional mathematics education frames, we consider how ongoing work in psychology and gender studies can contribute to our understanding, using interview data from a study of woman’s experiences in a mathematics Ph.D. program. Ultimately, we argue that mathematics education researchers bring unique expertise to the table and have a particular role to play in building upon work in other fields to further the work on gender and mathematics.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48157555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As institutions strive to improve teaching and learning for all, educators must consider equitable instruction. In particular, equitable distributions of authority and agency among students. The authors define distribution of authority as shared opportunities for decision-making in enacting mathematical tasks, and agency as the power to carry out these self-made decisions. Equitable distributions of authority and agency can be enhanced in mathematics public sensemaking classrooms where students participate in discourse as active members of the classroom. In public sensemaking classrooms, students understand and acknowledge one another's ideas, present and revise arguments, and take risks by sharing ideas. This study investigates one group of students and how they positioned one another during mathematical groupwork in a public sensemaking classroom, as well as how the positioning impacted the distribution of agency and authority. Analyses indicate that one student replicates the role of teacher by redistributing authority and agency back to other students. The findings intend to inform classroom teachers of the positioning patterns that may occur during groupwork, and the effectiveness of public sensemaking classrooms on distributing authority and agency equitably during groupwork.
{"title":"Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork","authors":"Michelle Lo, Jennifer L. Ruef","doi":"10.21423/JUME-V13I1A372","DOIUrl":"https://doi.org/10.21423/JUME-V13I1A372","url":null,"abstract":"As institutions strive to improve teaching and learning for all, educators must consider equitable instruction. In particular, equitable distributions of authority and agency among students. The authors define distribution of authority as shared opportunities for decision-making in enacting mathematical tasks, and agency as the power to carry out these self-made decisions. Equitable distributions of authority and agency can be enhanced in mathematics public sensemaking classrooms where students participate in discourse as active members of the classroom. In public sensemaking classrooms, students understand and acknowledge one another's ideas, present and revise arguments, and take risks by sharing ideas. This study investigates one group of students and how they positioned one another during mathematical groupwork in a public sensemaking classroom, as well as how the positioning impacted the distribution of agency and authority. Analyses indicate that one student replicates the role of teacher by redistributing authority and agency back to other students. The findings intend to inform classroom teachers of the positioning patterns that may occur during groupwork, and the effectiveness of public sensemaking classrooms on distributing authority and agency equitably during groupwork.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47467732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Do We Really Want Urban Students to Achieve in Mathematics","authors":"C. Lewis","doi":"10.21423/jume-v12i1a376","DOIUrl":"https://doi.org/10.21423/jume-v12i1a376","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42828735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Duty is Necessary, Passion is Sufficient: It Takes Both Conditions","authors":"R. Capraro","doi":"10.21423/JUME-V12I1A379","DOIUrl":"https://doi.org/10.21423/JUME-V12I1A379","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45874278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"\"and a Little Child Shall Lead Them\"","authors":"J. Leonard","doi":"10.21423/JUME-V12I1A375","DOIUrl":"https://doi.org/10.21423/JUME-V12I1A375","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68575019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-11DOI: 10.21423/jume-v11i1-2a358
Julius Davis, D. Martin
{"title":"2008 -- Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students","authors":"Julius Davis, D. Martin","doi":"10.21423/jume-v11i1-2a358","DOIUrl":"https://doi.org/10.21423/jume-v11i1-2a358","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44082959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-11DOI: 10.21423/jume-v11i1-2a355
L. Matthews
Having read Tate’s article soon after beginning my PhD studies (circa 2000), it was one of my earliest awakenings in the field. It had crystalized a prior visit to a Wisconsin classroom on culturally relevant pedagogy taught by Professor Gloria Ladson-Billings and the admonition she spoke to me after class: “Lou, we don’t need another study on functions” (referencing the cognitively guided instruction dominant mathematics culture at my university). I understood this we. Our people. My people. It was the felt presence of my community and communities of the African and Caribbean diaspora upon whose hopes and dreams this work is pursued. Yet, Tate’s call was the harbinger of a more intrusive element in the mathematics of our people—the mathematics education reform enterprise itself.
{"title":"2018 -- He Who Feels It, Knows It: Rejecting Gentrification and Trauma for Love and Power in Mathematics for Urban Communities","authors":"L. Matthews","doi":"10.21423/jume-v11i1-2a355","DOIUrl":"https://doi.org/10.21423/jume-v11i1-2a355","url":null,"abstract":"Having read Tate’s article soon after beginning my PhD studies (circa 2000), it was one of my earliest awakenings in the field. It had crystalized a prior visit to a Wisconsin classroom on culturally relevant pedagogy taught by Professor Gloria Ladson-Billings and the admonition she spoke to me after class: “Lou, we don’t need another study on functions” (referencing the cognitively guided instruction dominant mathematics culture at my university). I understood this we. Our people. My people. It was the felt presence of my community and communities of the African and Caribbean diaspora upon whose hopes and dreams this work is pursued. Yet, Tate’s call was the harbinger of a more intrusive element in the mathematics of our people—the mathematics education reform enterprise itself.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42590820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-11DOI: 10.21423/jume-v11i1-2a359
Julius Davis
JULIUS DAVIS is an associate professor in the Department of Teaching, Learning, and Professional Development in the College of Education at Bowie State University, 14000 Jericho Park Road, Bowie, MD 20715; email: jldavis@bowiestate.edu. His research and scholarly interest focus on Black male students and teachers, critical race theory, culturally relevant pedagogy, and social justice in mathematics education. Redefining Black Students’ Success and High Achievement in Mathematics Education: Toward a Liberatory Paradigm
JULIUS DAVIS是Bowie州立大学教育学院教学、学习和专业发展系的副教授，地址:14000 Jericho Park Road, Bowie, MD 20715;电子邮件:jldavis@bowiestate.edu。他的研究和学术兴趣集中在黑人男性学生和教师、批判种族理论、文化相关教学法和数学教育中的社会正义。重新定义黑人学生在数学教育中的成功和高成就:走向一个解放的范式
{"title":"2018 -- Redefining Black Students' Success and High Achievement in Mathematics Education: Toward a Liberatory Paradigm","authors":"Julius Davis","doi":"10.21423/jume-v11i1-2a359","DOIUrl":"https://doi.org/10.21423/jume-v11i1-2a359","url":null,"abstract":"JULIUS DAVIS is an associate professor in the Department of Teaching, Learning, and Professional Development in the College of Education at Bowie State University, 14000 Jericho Park Road, Bowie, MD 20715; email: jldavis@bowiestate.edu. His research and scholarly interest focus on Black male students and teachers, critical race theory, culturally relevant pedagogy, and social justice in mathematics education. Redefining Black Students’ Success and High Achievement in Mathematics Education: Toward a Liberatory Paradigm","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46412458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-11DOI: 10.21423/jume-v11i1-2a353
David Stinson
DAVID W. STINSON is Professor of Mathematics Education in the Department of Middle and Secondary Education in the College of Education and Human Development, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor in chief of the Journal of Urban Mathematics Education. EDITORIAL
DAVID W. STINSON是乔治亚州立大学教育与人类发展学院中学教育系数学教育教授，邮箱3978,Atlanta, GA, 30303;电子邮件:dstinson@gsu.edu。他的研究兴趣包括从批判后现代理论(和方法论)的角度探索数学和数学教学的社会文化、历史和政治方面。他是《城市数学教育杂志》的联合创始人和现任主编。编辑
{"title":"Celebrating a Decade of Critical Mathematics Education Knowledge Dissemination: A Movement of People/Revolutionaries","authors":"David Stinson","doi":"10.21423/jume-v11i1-2a353","DOIUrl":"https://doi.org/10.21423/jume-v11i1-2a353","url":null,"abstract":"DAVID W. STINSON is Professor of Mathematics Education in the Department of Middle and Secondary Education in the College of Education and Human Development, at Georgia State University, P.O. Box 3978, Atlanta, GA, 30303; e-mail: dstinson@gsu.edu. His research interests include exploring socio-cultural, -historical, and -political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor in chief of the Journal of Urban Mathematics Education. EDITORIAL","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47251778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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