In this article, the authors explore using a conference workshop setting to engage mathematics teachers, who serve largely underserved student populations, in culturally relevant pedagogy (CRP). The conference workshop encouraged the exchange of information among teachers of similar grade levels and classroom contexts. The authors' analysis of the findings highlight improvements in teachers' perceptions of their CRP knowledge as well as beneficial features of the conference workshop. These features include the creation of networks among mathematics teachers and team leaders, new post-conference mathematics lessons to implement in the classroom, and encouragement for the expansion of relationships and engagement in the classroom. While some teachers found their new knowledge of CRP served to validate current practices, others found that the conference workshop provided a language with which to integrate successful practices into the mathematics classroom.
{"title":"Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy","authors":"Stephanie Timmons-Brown, C. H. Warner","doi":"10.21423/jume-v9i1a230","DOIUrl":"https://doi.org/10.21423/jume-v9i1a230","url":null,"abstract":"In this article, the authors explore using a conference workshop setting to engage mathematics teachers, who serve largely underserved student populations, in culturally relevant pedagogy (CRP). The conference workshop encouraged the exchange of information among teachers of similar grade levels and classroom contexts. The authors' analysis of the findings highlight improvements in teachers' perceptions of their CRP knowledge as well as beneficial features of the conference workshop. These features include the creation of networks among mathematics teachers and team leaders, new post-conference mathematics lessons to implement in the classroom, and encouragement for the expansion of relationships and engagement in the classroom. While some teachers found their new knowledge of CRP served to validate current practices, others found that the conference workshop provided a language with which to integrate successful practices into the mathematics classroom.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581994","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 provide a single group summary using the Mathematics Anxiety Rating Scale (MARS) to characterize and delineate the measurement of mathematics anxiety (MA) reported among Black students. Two research questions are explored: (a) What are the characteristics of studies administering the MARS and its derivatives to representative populations of Black students? (b) What is the 95% CI for the reported MA of Black students in the MARS literature? A literature search yielded 21 studies after inclusion criteria were applied. Analyses suggest that Black participants and their scores are not well represented in the current MA research using the most popular instrument the MARS. Based on available mean point estimate data, the reported MA of Black students can best be described as consistent across measurements, and population parameter estimates are between 200 and 220 on the MARS scale. Moreover, although substantial research in the area of MA exists, much work is needed to fully comprehend the nuances of Black MA and its influence on achievement in mathematics.
{"title":"Young, Black, and Anxious: Describing the Black Student Mathematics Anxiety Research Using Confidence Intervals","authors":"J. Young, Jemimah L. Young","doi":"10.21423/jume-v9i1a275","DOIUrl":"https://doi.org/10.21423/jume-v9i1a275","url":null,"abstract":"In this article, the authors provide a single group summary using the Mathematics Anxiety Rating Scale (MARS) to characterize and delineate the measurement of mathematics anxiety (MA) reported among Black students. Two research questions are explored: (a) What are the characteristics of studies administering the MARS and its derivatives to representative populations of Black students? (b) What is the 95% CI for the reported MA of Black students in the MARS literature? A literature search yielded 21 studies after inclusion criteria were applied. Analyses suggest that Black participants and their scores are not well represented in the current MA research using the most popular instrument the MARS. Based on available mean point estimate data, the reported MA of Black students can best be described as consistent across measurements, and population parameter estimates are between 200 and 220 on the MARS scale. Moreover, although substantial research in the area of MA exists, much work is needed to fully comprehend the nuances of Black MA and its influence on achievement in mathematics.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582077","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 presents and discusses findings from a small-scale qualitative project that included Greek-Cypriot elementary mathematics teachers working in schools with high percentages of immigrant pupils. Working in three neighbouring schools in the same underprivileged urban area, 16 teachers were individually interviewed regarding their experiences of teaching mathematics in those settings. The author discusses the teachers' reported instructional practices in facilitating their pupils' mathematical understanding, as well as their professional needs for doing so. The author's analysis suggests that teachers focused solely on providing linguistic support for their pupils, without any attempt to incorporate their pupils' diverse cultural backgrounds in classrooms. Also, the participants reported a number of professional needs not currently addressed by the Ministry of Education and Culture of the Republic of Cyprus. Some implications for policy and practice are discussed.
{"title":"Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs","authors":"Constantinos Xenofontos","doi":"10.21423/JUME-V9I1A263","DOIUrl":"https://doi.org/10.21423/JUME-V9I1A263","url":null,"abstract":"In this article, the author presents and discusses findings from a small-scale qualitative project that included Greek-Cypriot elementary mathematics teachers working in schools with high percentages of immigrant pupils. Working in three neighbouring schools in the same underprivileged urban area, 16 teachers were individually interviewed regarding their experiences of teaching mathematics in those settings. The author discusses the teachers' reported instructional practices in facilitating their pupils' mathematical understanding, as well as their professional needs for doing so. The author's analysis suggests that teachers focused solely on providing linguistic support for their pupils, without any attempt to incorporate their pupils' diverse cultural backgrounds in classrooms. Also, the participants reported a number of professional needs not currently addressed by the Ministry of Education and Culture of the Republic of Cyprus. Some implications for policy and practice are discussed.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582037","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}
Erin E. Turner, Mary Q. Foote, K. Stoehr, A. R. McDuffie, J. Aguirre, T. Bartell, C. Drake
In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he brought to the mathematics classroom, and then wrote reports that included instructional suggestions as to next steps to further the child's growth in mathematics. The authors' analyses of these reports indicate that there were a variety of ways which prospective teachers made connections to one or more of their child's knowledge bases. In a high percentage of cases, prospective teachers attended to one of these knowledge bases, indicating that they were attending to particularities about their child and developing the dispositions to continue to do so. Implications for research and practice are discussed.
{"title":"Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction","authors":"Erin E. Turner, Mary Q. Foote, K. Stoehr, A. R. McDuffie, J. Aguirre, T. Bartell, C. Drake","doi":"10.21423/jume-v9i1a279","DOIUrl":"https://doi.org/10.21423/jume-v9i1a279","url":null,"abstract":"In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he brought to the mathematics classroom, and then wrote reports that included instructional suggestions as to next steps to further the child's growth in mathematics. The authors' analyses of these reports indicate that there were a variety of ways which prospective teachers made connections to one or more of their child's knowledge bases. In a high percentage of cases, prospective teachers attended to one of these knowledge bases, indicating that they were attending to particularities about their child and developing the dispositions to continue to do so. Implications for research and practice are discussed.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582324","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":"Why Should Mathematics Educators Care About Race and Culture?","authors":"N. Nasir","doi":"10.21423/jume-v9i1a298","DOIUrl":"https://doi.org/10.21423/jume-v9i1a298","url":null,"abstract":"","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582361","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}
DAVID W. STINSON is an associate 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副教授，地址:佐治亚州亚特兰大邮政信箱3978号，邮编: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":"Contributing a Commentary to JUME: Keeping Things Going While They Are Still Stirring","authors":"David Stinson","doi":"10.21423/jume-v9i1a308","DOIUrl":"https://doi.org/10.21423/jume-v9i1a308","url":null,"abstract":"DAVID W. STINSON is an associate 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":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582541","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}
JESSICA HOPSON BURBACH is a mathematics teacher at an alternative school, Portland YouthBuilders, and a doctoral student in the Educational Leadership program at Portland State University; email: jhopson@pdx.edu. Her research interests include culturally responsive and social justice mathematics teaching, the experiences of youth who are pushed out of school, and youth participatory action research. BOOK REVIEW
{"title":"Self-Empowering Urban Students and Teachers: A Book Review of Math is a Verb: Activities and Lessons from Cultures Around the World","authors":"J. Burbach","doi":"10.21423/jume-v8i2a268","DOIUrl":"https://doi.org/10.21423/jume-v8i2a268","url":null,"abstract":"JESSICA HOPSON BURBACH is a mathematics teacher at an alternative school, Portland YouthBuilders, and a doctoral student in the Educational Leadership program at Portland State University; email: jhopson@pdx.edu. Her research interests include culturally responsive and social justice mathematics teaching, the experiences of youth who are pushed out of school, and youth participatory action research. BOOK REVIEW","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581495","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}
Diane J. Briars, Matthew R. Larson, Marilyn E. Strutchens, David Barnes
MARILYN E. STRUTCHENS is an Emily R. and Gerald S. Leischuck Endowed Professor and a Mildred Cheshire Fraley Distinguished Professor of Mathematics Education in the Department of Curriculum and Teaching at Auburn University, 5010 Haley Center, Auburn, AL 36830; strutme@auburn.edu. Her research interests include equity in mathematics education, secondary mathematics teacher education candidates’ field experiences, teacher leadership, and reform mathematics professional development for grades K–12 teachers.
MARILYN E. STRUTCHENS是奥本大学课程与教学系的Emily R. and Gerald S. Leischuck教授和Mildred Cheshire Fraley杰出数学教育教授，地址5010 Haley Center, Auburn, AL 36830;strutme@auburn.edu。她的研究兴趣包括数学教育公平、中学数学教师教育候选人的实地经验、教师领导和K-12年级教师改革数学专业发展。
{"title":"A Call for Mathematics Education Colleagues and Stakeholders to Collaboratively Engage with NCTM: In Response to Martin's Commentary","authors":"Diane J. Briars, Matthew R. Larson, Marilyn E. Strutchens, David Barnes","doi":"10.21423/jume-v8i2a292","DOIUrl":"https://doi.org/10.21423/jume-v8i2a292","url":null,"abstract":"MARILYN E. STRUTCHENS is an Emily R. and Gerald S. Leischuck Endowed Professor and a Mildred Cheshire Fraley Distinguished Professor of Mathematics Education in the Department of Curriculum and Teaching at Auburn University, 5010 Haley Center, Auburn, AL 36830; strutme@auburn.edu. Her research interests include equity in mathematics education, secondary mathematics teacher education candidates’ field experiences, teacher leadership, and reform mathematics professional development for grades K–12 teachers.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582222","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}
DAVID W. STINSON is an associate 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副教授，地址:佐治亚州亚特兰大邮政信箱3978号，邮编: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":"The Journal Handbook of Research on Urban Mathematics Teaching and Learning: A Resource Guide for the Every Student Succeeds Act of 2015","authors":"David Stinson","doi":"10.21423/jume-v8i2a293","DOIUrl":"https://doi.org/10.21423/jume-v8i2a293","url":null,"abstract":"DAVID W. STINSON is an associate 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":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582292","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 examine the mathematics identity development of six Black male students over the course of a 4-year The Algebra Project Cohort Model (APCM) initiative. Mathematics identity here is defined as participation through interactions and positioning of self and others. Data collection included nearly 450 minutes of video recordings of small-group, mathematics problem solving in which student actions, coded as acts of participation, were tallied. These tallied actions were conceptualized descriptively in terms of mathematics identity using the lenses of agency, accountability, and work practices. The analyses suggest that the APCM students' confidence in self and peers increased over the 4 years, they consistently chose to engage in mathematics, and their reliance on knowledgeable others less-ened. Opportunities for future research and implications for policy makers and other stakeholders are discussed.
{"title":"Black Male Students and The Algebra Project: Mathematics Identity as Participation","authors":"Melva R. Grant, H. Crompton, D. Ford","doi":"10.21423/JUME-V8I2A284","DOIUrl":"https://doi.org/10.21423/JUME-V8I2A284","url":null,"abstract":"In this article, the authors examine the mathematics identity development of six Black male students over the course of a 4-year The Algebra Project Cohort Model (APCM) initiative. Mathematics identity here is defined as participation through interactions and positioning of self and others. Data collection included nearly 450 minutes of video recordings of small-group, mathematics problem solving in which student actions, coded as acts of participation, were tallied. These tallied actions were conceptualized descriptively in terms of mathematics identity using the lenses of agency, accountability, and work practices. The analyses suggest that the APCM students' confidence in self and peers increased over the 4 years, they consistently chose to engage in mathematics, and their reliance on knowledgeable others less-ened. Opportunities for future research and implications for policy makers and other stakeholders are discussed.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68582106","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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