In England, globalisation and neoliberal political agendas have created an environment in which teachers are constantly measured and ranked and subjected to a discourse of marketisation, managerialism and performativity. The effect is to erode their sense of independence and moral authority and to challenge their individual and collective professional and personal identities. The need to understand the current policy environment, to step aside and look on critically, becomes more important even as it becomes more difficult. Many teachers are engaged in re-storying themselves against this audit culture. We argue that it is possible, through excavating the past, to offer current day teachers stories to support this process of re-envisaging what they are, might be and might become in their professional lives. Here we offer a response from a currently serving teacher to the experience of performativity and illustrate some ways in which she is able to mobilise such stories in her resistance to dominant, neo-liberal discourses.
{"title":"\"Its Influence Taints All\": Urban Mathematics Teachers Resisting Performativity through Engagement with the Past","authors":"Hilary Povey, Gillian Adams, Rosie Everley","doi":"10.21423/jume-v10i2a311","DOIUrl":"https://doi.org/10.21423/jume-v10i2a311","url":null,"abstract":"In England, globalisation and neoliberal political agendas have created an environment in which teachers are constantly measured and ranked and subjected to a discourse of marketisation, managerialism and performativity. The effect is to erode their sense of independence and moral \u0000authority and to challenge their individual and collective professional and personal identities. The need to understand the current policy environment, to step aside and look on critically, becomes more important even as it becomes more difficult. \u0000Many teachers are engaged in re-storying themselves against this audit culture. We argue that it is \u0000possible, through excavating the past, to offer current day teachers stories to support this process \u0000of re-envisaging what they are, might be and might become in their professional lives. Here we \u0000offer a response from a currently serving teacher to the experience of performativity and illustrate \u0000some ways in which she is able to mobilise such stories in her resistance to dominant, neo-liberal \u0000discourses.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49600251","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}
hen you think of the “figures” 3, 1.3, and 0.6, what comes to mind? One probably would not realize that these figures represent the average percentages of Black women in the United States who earned their bachelor’s, master’s, and doctoral degrees, respectively, in mathematics between the years of 2003–2012 (National Science Foundation, 2015). With such low figures, it is no wonder why the notion of Black women in mathematics is practically nonexistent. Thus, discovering and reading Margot Lee Shetterly’s (2016) non-fiction book Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race (i.e., Hidden Figures) was a welcoming revelation. Finally, Black women mathematicians, often ignored and invisible, are now the protagonists of a true story. Throughout the pages of Hidden Figures, Shetterly takes readers into the personal and professional lives of four Black women mathematicians: Dorothy Vaughn, Mary Jackson, Katherine Johnson, and Christine Darden. These women, individually and collectively, continuously broke a variety of gender, racial, and social barriers during their time working for the National Aeronautics and Space Administration (NASA) at the Langley Research Center in Hampton, Virginia.
当你想到“数字”3、1.3和0.6时，你会想到什么？人们可能不会意识到，这些数字代表了2003-2012年间美国黑人女性分别获得数学学士、硕士和博士学位的平均百分比（国家科学基金会，2015年）。由于数字如此之低，难怪数学界几乎不存在黑人女性的概念。因此，发现并阅读玛戈特·李·谢特利（Margot Lee Shetterly）（2016）的非小说类书籍《隐藏的人物：美国梦和帮助赢得太空竞赛的黑人女数学家不为人知的故事》（即《隐藏的数字》）是一个受欢迎的启示。最后，经常被忽视和忽视的黑人女数学家，现在成了一个真实故事的主角。在《隐藏的数字》的整页中，Shetterly带读者了解了四位黑人女数学家的个人和职业生活：Dorothy Vaughn、Mary Jackson、Katherine Johnson和Christine Darden。这些女性，无论是个人还是集体，在弗吉尼亚州汉普顿的兰利研究中心为美国国家航空航天局工作期间，不断打破各种性别、种族和社会障碍。
{"title":"Hidden Figures No More: A Book Review of Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race","authors":"Viveka A. Brown, Joycelyn Wilson","doi":"10.21423/jume-v10i1a329","DOIUrl":"https://doi.org/10.21423/jume-v10i1a329","url":null,"abstract":"hen you think of the “figures” 3, 1.3, and 0.6, what comes to mind? One probably would not realize that these figures represent the average percentages of Black women in the United States who earned their bachelor’s, master’s, and doctoral degrees, respectively, in mathematics between the years of 2003–2012 (National Science Foundation, 2015). With such low figures, it is no wonder why the notion of Black women in mathematics is practically nonexistent. Thus, discovering and reading Margot Lee Shetterly’s (2016) non-fiction book Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race (i.e., Hidden Figures) was a welcoming revelation. Finally, Black women mathematicians, often ignored and invisible, are now the protagonists of a true story. Throughout the pages of Hidden Figures, Shetterly takes readers into the personal and professional lives of four Black women mathematicians: Dorothy Vaughn, Mary Jackson, Katherine Johnson, and Christine Darden. These women, individually and collectively, continuously broke a variety of gender, racial, and social barriers during their time working for the National Aeronautics and Space Administration (NASA) at the Langley Research Center in Hampton, Virginia.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47408955","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}
In this article, the authors propose a set of multi-level questions as a guide for developing an ethical attitude in researcher--participant and researcher--researcher relations during the research writing process. Drawing on the sociopolitical turn in mathematics education, the authors view these relations in terms of power and positionings, in the dialectic between the micro-level of research writing and the wider, macro-level context of mathematics education. The authors illustrate the use of the proposed questions through a back-and-forth dialogue. The dialogue draws on experiences from a writing collaboration in which the authors--"the researchers"--wrote up for publication research conducted in their respective contexts of the Political North and Political South. Both research projects focused on how mathematics students--"the participants"--narrate and hence position themselves and are narrated and positioned by mathematics education and sociopolitical discourses in research publications.
{"title":"Toward an Ethical Attitude in Mathematics Education Research Writing","authors":"Ann-Christine Andersson, K. Roux","doi":"10.21423/JUME-V10I1A303","DOIUrl":"https://doi.org/10.21423/JUME-V10I1A303","url":null,"abstract":"In this article, the authors propose a set of multi-level questions as a guide for developing an ethical attitude in researcher--participant and researcher--researcher relations during the research writing process. Drawing on the sociopolitical turn in mathematics education, the authors view these relations in terms of power and positionings, in the dialectic between the micro-level of research writing and the wider, macro-level context of mathematics education. The authors illustrate the use of the proposed questions through a back-and-forth dialogue. The dialogue draws on experiences from a writing collaboration in which the authors--\"the researchers\"--wrote up for publication research conducted in their respective contexts of the Political North and Political South. Both research projects focused on how mathematics students--\"the participants\"--narrate and hence position themselves and are narrated and positioned by mathematics education and sociopolitical discourses in research publications.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43463488","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}
MEGAN H. WICKSTROM is an assistant professor in the Department of Mathematical Sciences – Montana State University, 2-235 Wilson Hall, Bozeman, MT, 59717-2400; email: megan.wickstrom@montana.edu. Her research interests include the teaching and learning of mathematical modeling at the elementary level, creating mathematical tasks that promote equitable learning opportunities for all, and investigating and supporting teachers’ applications of research into practice.
MEGAN H. WICKSTROM是蒙大拿州立大学数学科学系的助理教授，2-235 Wilson Hall, Bozeman, MT, 59717-2400;电子邮件:megan.wickstrom@montana.edu。她的研究兴趣包括小学数学建模的教学，创造数学任务以促进所有人的公平学习机会，以及调查和支持教师将研究应用于实践。
{"title":"Responding to Inequities in Mathematics Education: Opening Spaces for Dialogue","authors":"Megan H. Wickstrom, Susan Gregson","doi":"10.21423/jume-v10i1a323","DOIUrl":"https://doi.org/10.21423/jume-v10i1a323","url":null,"abstract":"MEGAN H. WICKSTROM is an assistant professor in the Department of Mathematical Sciences – Montana State University, 2-235 Wilson Hall, Bozeman, MT, 59717-2400; email: megan.wickstrom@montana.edu. Her research interests include the teaching and learning of mathematical modeling at the elementary level, creating mathematical tasks that promote equitable learning opportunities for all, and investigating and supporting teachers’ applications of research into practice.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44949255","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}
In this article, the authors report on a small-scale study set in a context of a first-year mathematics education course for preservice primary teachers. Professional documentation from three different sources were analysed in relation to the national document TÄtaiako: Cultural Competencies for Teachers of MÄori Learners, which was used as a key course resource in a year-one mathematics education course for preservice teachers. The authors found evidence that the pre-service teachers used the resource to identify important learning and teaching practices, and as a source of language and examples. A further tentative finding was how relational aspects of teaching mathematics were adopted as indicators of culturally connected practice
{"title":"Cultural Competencies and Planning for Teaching Mathematics: Preservice Teachers Responding to Expectations, Opportunities, and Resources","authors":"Susanna Wilson, J. McChesney, L. Brown","doi":"10.21423/jume-v10i1a290","DOIUrl":"https://doi.org/10.21423/jume-v10i1a290","url":null,"abstract":"In this article, the authors report on a small-scale study set in a context of a first-year mathematics education course for preservice primary teachers. Professional documentation from three different sources were analysed in relation to the national document TÄtaiako: Cultural Competencies for Teachers of MÄori Learners, which was used as a key course resource in a year-one mathematics education course for preservice teachers. The authors found evidence that the pre-service teachers used the resource to identify important learning and teaching practices, and as a source of language and examples. A further tentative finding was how relational aspects of teaching mathematics were adopted as indicators of culturally connected practice","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48707872","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}
In this article, the authors use the national High School Longitudinal Study of 2009 (HSLS:09) dataset to explore (a) if repeating algebra in the eighth grade was associated with overall mathematics grades and course-taking patterns by twelfth grade, (b) if repeating algebra in the eighth grade was associated with students' final grade in algebra, (c) if the level of teacher collective responsibility of mathematics teachers in school predicted students' who repeated algebra final grade in algebra, and (d) if this association differed by students' gender. The authors' analysis suggests that repeating algebra may bolster mathematics success for certain students; however, in schools with low perceptions of collective responsibility among teachers, final grades in algebra were lower for male students repeating algebra. Implications for achievement and long-term course-taking patterns when students repeat algebra are discussed
{"title":"The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra","authors":"Jessica Morales-Chicas, Charlotte A. Agger","doi":"10.21423/jume-v10i1a287","DOIUrl":"https://doi.org/10.21423/jume-v10i1a287","url":null,"abstract":"In this article, the authors use the national High School Longitudinal Study of 2009 (HSLS:09) dataset to explore (a) if repeating algebra in the eighth grade was associated with overall mathematics grades and course-taking patterns by twelfth grade, (b) if repeating algebra in the eighth grade was associated with students' final grade in algebra, (c) if the level of teacher collective responsibility of mathematics teachers in school predicted students' who repeated algebra final grade in algebra, and (d) if this association differed by students' gender. The authors' analysis suggests that repeating algebra may bolster mathematics success for certain students; however, in schools with low perceptions of collective responsibility among teachers, final grades in algebra were lower for male students repeating algebra. Implications for achievement and long-term course-taking patterns when students repeat algebra are discussed","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42005668","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}
ore and more, standardized, efficiencies-based, and surveillance-driven modus operandi are prescriptively defining the interests of the individual and collective in terms of market-driven imperatives in consonance with the demands of the nation state competing for resources, means, and power on a global stage (Swanson, 2010a, 2010b, 2013). While Trumpianism and the rise of popul(ar)ist nationalism has confused the straightforwardness of the “common sense” of neoliberalism, it is without undoing its expansionist effects in an increasingly unequal world (Gamal & Swanson, in press). Acting in accordance with “(inter)national” relations of exchange, this dominant economic rationalism is reflected in the production of consumer-driven homo economicus for the New Knowledge Economy through the increasing trend towards techno-scientistic corporatist economic utilitarianism in education, of which mathematics education plays a leading role under a veil of political neutrality. This growth of techno-scientistic and managerialist instrumentality is, for Hobart (1993), aligned with the growth of ignorance. It tends to facilitate what Biesta (2005) has referred to as “learning” discourses, or the prevalence of “learnification.” This functionalism is concomitant
{"title":"Mathematics Education and the Problem of Political Forgetting: In Search of Research Methodologies for Global Crisis","authors":"Dalene M. Swanson","doi":"10.21423/jume-v10i1a337","DOIUrl":"https://doi.org/10.21423/jume-v10i1a337","url":null,"abstract":"ore and more, standardized, efficiencies-based, and surveillance-driven modus operandi are prescriptively defining the interests of the individual and collective in terms of market-driven imperatives in consonance with the demands of the nation state competing for resources, means, and power on a global stage (Swanson, 2010a, 2010b, 2013). While Trumpianism and the rise of popul(ar)ist nationalism has confused the straightforwardness of the “common sense” of neoliberalism, it is without undoing its expansionist effects in an increasingly unequal world (Gamal & Swanson, in press). Acting in accordance with “(inter)national” relations of exchange, this dominant economic rationalism is reflected in the production of consumer-driven homo economicus for the New Knowledge Economy through the increasing trend towards techno-scientistic corporatist economic utilitarianism in education, of which mathematics education plays a leading role under a veil of political neutrality. This growth of techno-scientistic and managerialist instrumentality is, for Hobart (1993), aligned with the growth of ignorance. It tends to facilitate what Biesta (2005) has referred to as “learning” discourses, or the prevalence of “learnification.” This functionalism is concomitant","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48129934","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}
Terri L. Kurz, Conrado Gomez, Margarita Jiménez-Silva
In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations are identified: language adaptations, mathematical adaptations, tool/visual adaptations, and structural adaptations. The authors conclude that the framework was successful in helping preservice teachers learn about adapting curriculum by interacting with ELLs. Implications for teacher education are discussed.
{"title":"Guiding Preservice Teachers to Adapt Mathematics Word Problems Through Interactions with ELLs","authors":"Terri L. Kurz, Conrado Gomez, Margarita Jiménez-Silva","doi":"10.21423/jume-v10i1a291","DOIUrl":"https://doi.org/10.21423/jume-v10i1a291","url":null,"abstract":"In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations are identified: language adaptations, mathematical adaptations, tool/visual adaptations, and structural adaptations. The authors conclude that the framework was successful in helping preservice teachers learn about adapting curriculum by interacting with ELLs. Implications for teacher education are discussed.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45453459","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}
In this article, the author reports on a participant-observation case study that explored how alternatively certified, middle school teachers' expectations of tracked students affect their ability to learn to teach in ways that promote students' mathematical struggle and participation in productive mathematical discussions. Two teachers--one teaching a "high-tracked" course and the other a "low-tracked" course--were participants. Both teachers initially held perceptions of their students that limited their efficacy and self-efficacy with respect to providing high-quality mathematics instruction. However, through program- and school-based mentoring, including participation in a modified reflective-teaching cycle, the teachers learned to learn from their teaching and modify their practice. Both teachers began to allow their students opportunities to struggle with rigorous mathematics and partici-pate in student-centered discussion.
{"title":"Negotiating Perceptions of Tracked Students: Novice Teachers Facilitating High-Quality Mathematics Instruction","authors":"E. Yanisko","doi":"10.21423/jume-v9i2a262","DOIUrl":"https://doi.org/10.21423/jume-v9i2a262","url":null,"abstract":"In this article, the author reports on a participant-observation case study that explored how alternatively certified, middle school teachers' expectations of tracked students affect their ability to learn to teach in ways that promote students' mathematical struggle and participation in productive mathematical discussions. Two teachers--one teaching a \"high-tracked\" course and the other a \"low-tracked\" course--were participants. Both teachers initially held perceptions of their students that limited their efficacy and self-efficacy with respect to providing high-quality mathematics instruction. However, through program- and school-based mentoring, including participation in a modified reflective-teaching cycle, the teachers learned to learn from their teaching and modify their practice. Both teachers began to allow their students opportunities to struggle with rigorous mathematics and partici-pate in student-centered discussion.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582612","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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