JOHN BRAGELMAN is a doctoral student in the Department of Curriculum and Instruction at the University of Illinois at Chicago and a mathematics professor at Harold Washington College; email: jbrage2@uic.edu. His research interests include identity and self-efficacy in developmental mathematics education, restorative practices, teaching for social justice, and the morality of mathematics education. PUBLIC STORIES OF MATHEMATICS EDUCATORS
JOHN BRAGELMAN是芝加哥伊利诺伊大学课程与教学系的博士生，也是哈罗德华盛顿学院的数学教授;电子邮件:jbrage2@uic.edu。他的研究兴趣包括发展数学教育中的身份和自我效能感、恢复性实践、社会正义教学和数学教育的道德。数学教育家的公开故事
{"title":"Praxis as Dialogue: Teacher and Administrator","authors":"John Bragelman","doi":"10.21423/jume-v8i2a264","DOIUrl":"https://doi.org/10.21423/jume-v8i2a264","url":null,"abstract":"JOHN BRAGELMAN is a doctoral student in the Department of Curriculum and Instruction at the University of Illinois at Chicago and a mathematics professor at Harold Washington College; email: jbrage2@uic.edu. His research interests include identity and self-efficacy in developmental mathematics education, restorative practices, teaching for social justice, and the morality of mathematics education. PUBLIC STORIES OF MATHEMATICS EDUCATORS","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":"68581417","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}
K. Simić-Muller, Anthony Fernandes, Mathew D. Felton-Koestler
In this article, the authors report on the initial results of a mixed methods approach to study the beliefs that preservice teachers have about teaching real-world contexts, including those related to injustices, controversial issues, and children's home and cultural backgrounds. Data collection included a survey with 92 preservice Pre-K--8 teachers, and follow-up interviews with nine survey participants. Analysis of the data suggests that preservice teachers were open to the idea of teaching mathematics through real-world contexts, but were ambivalent regarding the use of controversial issues, and often unable to provide concrete or non-trivial examples of what these different types of real-world contexts would look like in a mathematics classroom. Based on the survey and interview findings, the authors make recommendations for future research, and for the use of controversial issues in teacher education programs.
{"title":"\"I Just Wouldn't Want to Get as Deep Into It\": Preservice Teachers' Beliefs about the Role of Controversial Topics in Mathematics Education","authors":"K. Simić-Muller, Anthony Fernandes, Mathew D. Felton-Koestler","doi":"10.21423/jume-v8i2a259","DOIUrl":"https://doi.org/10.21423/jume-v8i2a259","url":null,"abstract":"In this article, the authors report on the initial results of a mixed methods approach to study the beliefs that preservice teachers have about teaching real-world contexts, including those related to injustices, controversial issues, and children's home and cultural backgrounds. Data collection included a survey with 92 preservice Pre-K--8 teachers, and follow-up interviews with nine survey participants. Analysis of the data suggests that preservice teachers were open to the idea of teaching mathematics through real-world contexts, but were ambivalent regarding the use of controversial issues, and often unable to provide concrete or non-trivial examples of what these different types of real-world contexts would look like in a mathematics classroom. Based on the survey and interview findings, the authors make recommendations for future research, and for the use of controversial issues in teacher education programs.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"152 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581848","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}
Marrielle Myers, Paola Sztajn, P. Wilson, C. Edgington
{"title":"From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction","authors":"Marrielle Myers, Paola Sztajn, P. Wilson, C. Edgington","doi":"10.21423/jume-v8i2a280","DOIUrl":"https://doi.org/10.21423/jume-v8i2a280","url":null,"abstract":"","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":"68582090","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":"Practices and Benefits of Reading in the Mathematics Curriculum","authors":"M. Caputo","doi":"10.21423/jume-v8i2a278","DOIUrl":"https://doi.org/10.21423/jume-v8i2a278","url":null,"abstract":"","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":"68581567","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 explores the link between citizens' quantitative literacy abilities and their financial prosperity. The author applies a robust social justice research vision and a Freirean approach to describe personal flourishing within the context of numerical, mathematical, and financial literacy (NMFL) education. Four families participated in a weekly evening community program that was designed to inform them about NMFLs. Analysis of the interview data showed that participants described a sense of personal flourishing, gained confidence and skills, and felt financially empowered enough to teach and transfer that knowledge to their children. The author proposes a conceptual framework linking personal flourishing with NMFLs, and suggests the framework be used to investigate and describe quantitative literacy and financial literacy in future empowering pedagogies research.
{"title":"Financial Literacy with Families: Opportunity and Hope","authors":"Lorraine M. Baron","doi":"10.21423/jume-v8i1a258","DOIUrl":"https://doi.org/10.21423/jume-v8i1a258","url":null,"abstract":"In this article, the author explores the link between citizens' quantitative literacy abilities and their financial prosperity. The author applies a robust social justice research vision and a Freirean approach to describe personal flourishing within the context of numerical, mathematical, and financial literacy (NMFL) education. Four families participated in a weekly evening community program that was designed to inform them about NMFLs. Analysis of the interview data showed that participants described a sense of personal flourishing, gained confidence and skills, and felt financially empowered enough to teach and transfer that knowledge to their children. The author proposes a conceptual framework linking personal flourishing with NMFLs, and suggests the framework be used to investigate and describe quantitative literacy and financial literacy in future empowering pedagogies research.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581803","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 High School Longitudinal Study 2009 (HSLS:09) national database to analyze the relationships between algebra failure, subsequent performance, motivation, and college readiness. Students who failed eighth-grade Algebra I did not differ significantly in mathematics proficiency from those who passed lower-level courses, but initially demonstrated significantly lower mathematics interest, mathematics utility, and mathematics identity. Both groups were less likely than the general population to meet college requirements in the eleventh grade, although students who passed a lower-level mathematics course fared better than those who failed Algebra I. Implications for policies addressing mathematics course enrollments are discussed.
{"title":"Success after Failure: Academic Effects and Psychological Implications of Early Universal Algebra Policies","authors":"K. Howard, M. Romero, A. Scott, D. Saddler","doi":"10.21423/jume-v8i1a248","DOIUrl":"https://doi.org/10.21423/jume-v8i1a248","url":null,"abstract":"In this article, the authors use the High School Longitudinal Study 2009 (HSLS:09) national database to analyze the relationships between algebra failure, subsequent performance, motivation, and college readiness. Students who failed eighth-grade Algebra I did not differ significantly in mathematics proficiency from those who passed lower-level courses, but initially demonstrated significantly lower mathematics interest, mathematics utility, and mathematics identity. Both groups were less likely than the general population to meet college requirements in the eleventh grade, although students who passed a lower-level mathematics course fared better than those who failed Algebra I. Implications for policies addressing mathematics course enrollments are discussed.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581249","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 provides insight into the pedagogical processes for delegating mathematical authority to students, through the use of specific classroom structures, as a means to strive toward equity. Employing qualitative methods, the author analyzes transcripts of classroom video, along with field notes and teacher and student interviews, collected during one semester of the participating teacher's Algebra I course. The author addresses how the teacher's practice was striving toward equity through the use of classroom structures that delegated mathematical authority to students. Analyses revealed that the teacher delegated mathematical authority through the use of student presentations, Shuffle Quizzes, and Participation Quizzes. Each instance featured was chosen to highlight a different facet of the ways in which delegating authority repositioned students as competent sense-makers.
{"title":"Delegating Mathematical Authority as a Means to Strive Toward Equity","authors":"Teresa K. Dunleavy","doi":"10.21423/jume-v8i1a242","DOIUrl":"https://doi.org/10.21423/jume-v8i1a242","url":null,"abstract":"In this article, the author provides insight into the pedagogical processes for delegating mathematical authority to students, through the use of specific classroom structures, as a means to strive toward equity. Employing qualitative methods, the author analyzes transcripts of classroom video, along with field notes and teacher and student interviews, collected during one semester of the participating teacher's Algebra I course. The author addresses how the teacher's practice was striving toward equity through the use of classroom structures that delegated mathematical authority to students. Analyses revealed that the teacher delegated mathematical authority through the use of student presentations, Shuffle Quizzes, and Participation Quizzes. Each instance featured was chosen to highlight a different facet of the ways in which delegating authority repositioned students as competent sense-makers.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581150","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}
DANNY BERNARD MARTIN is Chair of Curriculum and Instruction and Professor of Mathematics at the University of Illinois at Chicago, 1040 W. Harrison Street, Chicago, IL, 60607; email: dbmartin@uic.edu. His research has focused primarily on understanding the salience of race and identity in Black learners’ mathematical experiences, taking into account sociohistorical and structural forces, community forces, school forces, and individual agency. COMMENTARY
{"title":"The Collective Black and Principles to Actions","authors":"D. Martin","doi":"10.21423/jume-v8i1a270","DOIUrl":"https://doi.org/10.21423/jume-v8i1a270","url":null,"abstract":"DANNY BERNARD MARTIN is Chair of Curriculum and Instruction and Professor of Mathematics at the University of Illinois at Chicago, 1040 W. Harrison Street, Chicago, IL, 60607; email: dbmartin@uic.edu. His research has focused primarily on understanding the salience of race and identity in Black learners’ mathematical experiences, taking into account sociohistorical and structural forces, community forces, school forces, and individual agency. COMMENTARY","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581486","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}
athleen Nolan’s (2007) book, How Should I Know? Preservice Teachers’ Images of Knowing by Heart in Mathematics and Science, is a “critical qualitative study of mathematics and science epistemologies” (p. 33), particularly preservice elementary teachers’ (PSETs) views of what it means to know mathematics and science. In this book, Nolan uses data from individual and focus group interviews and observations to describe the experiences of PSETs as both learners and future teachers. As Nolan suggests, the main point of this book is, “that this research is not about the content of the subjects so much as it is about the preservice teachers’ perceptions of, and experiences in knowing in these subject areas” (p. 32). She seeks to understand how and why these perceptions and experiences come about. Nolan uses these experiences to critique the conditions and epistemologies that exclude some groups of learners from fully engaging in mathematics and science learning and proposes alternative ways of teaching and learning mathematics and science. Nolan uses multiple voices and perspectives in this work, including those of the participants, colleagues, and other scholars from a variety of disciplines (e.g., education, psychology, social sciences, and visual arts) to discuss methodological choices and broader epistemological issues. She leverages these voices to interrogate what it means to learn and teach mathematics and science and proposes alternatives to commonly accepted norms and practices in mathematics and science education. The participants’ perspectives are used to frame a vision for helping all preservice teachers (PSTs) to experience success in teaching and learning mathe-
{"title":"A Notice to Novices: What Can We Learn from \"How Should I Know?\": A Book Review of How Should I Know? Pre-service Teachers' Images of Knowing by Heart in Mathematics and Science","authors":"Alexia Mintos","doi":"10.21423/jume-v8i1a269","DOIUrl":"https://doi.org/10.21423/jume-v8i1a269","url":null,"abstract":"athleen Nolan’s (2007) book, How Should I Know? Preservice Teachers’ Images of Knowing by Heart in Mathematics and Science, is a “critical qualitative study of mathematics and science epistemologies” (p. 33), particularly preservice elementary teachers’ (PSETs) views of what it means to know mathematics and science. In this book, Nolan uses data from individual and focus group interviews and observations to describe the experiences of PSETs as both learners and future teachers. As Nolan suggests, the main point of this book is, “that this research is not about the content of the subjects so much as it is about the preservice teachers’ perceptions of, and experiences in knowing in these subject areas” (p. 32). She seeks to understand how and why these perceptions and experiences come about. Nolan uses these experiences to critique the conditions and epistemologies that exclude some groups of learners from fully engaging in mathematics and science learning and proposes alternative ways of teaching and learning mathematics and science. Nolan uses multiple voices and perspectives in this work, including those of the participants, colleagues, and other scholars from a variety of disciplines (e.g., education, psychology, social sciences, and visual arts) to discuss methodological choices and broader epistemological issues. She leverages these voices to interrogate what it means to learn and teach mathematics and science and proposes alternatives to commonly accepted norms and practices in mathematics and science education. The participants’ perspectives are used to frame a vision for helping all preservice teachers (PSTs) to experience success in teaching and learning mathe-","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68581381","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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