ethanporcaro/eric-fulltext-meta huggingface dataset:
Why (Urban) Mathematics Teachers Need Political Knowledge
Author: Gutiérrez, Rochelle
Date: 2013-12-00
Type: Journal Articles
Subjects: Urban Schools,Mathematics Instruction,Secondary School Mathematics,High Schools,African American Students,Hispanic American Students,Low Income Groups,At Risk Students,Adolescents,English Language Learners,Immigrants,College Preparation,Program Effectiveness,Disadvantaged Youth,Teacher Role,Teacher Competencies,Teacher Collaboration,Advanced Placement Programs,Politics of Education,Equal Education,Achievement Gap,Knowledge Level

Rochelle Gutiérrez has spent 15 years researching effective, urban high school mathematics departments that served Black, Latin@ and low-income adolescents (see, e.g., Gutiérrez, 1996, 1999a, 1999b, 2000, 2002). These were schools where students took more mathematics than was required by their district; where English learners, recent immigrants, and students who juggled childcare took college preparatory mathematics courses; where historically underserved and/or marginalized students scored better than their peers on standardized tests of mathematical achievement; where a large percentage of seniors took calculus; and where high achieving students reflected the demographics of those who attended the school. Among other things, Gutiérrez found that their teachers met regularly (inside and outside of school) to discuss students, teaching, and mathematics; worked hard to recruit like-minded staff and to socialize new members into a strength-based perspective on students; strategized collectively to eliminate low-level courses; interpreted creatively (or simply bent) the rules to fit the long-term needs of their students; convinced colleagues of students' capabilities; refused to enact discipline policies that kept students out of the classroom; and twisted students' arms to take advanced mathematics courses. In essence, these teachers negotiated the politics of school reform, language, racism, and testing (Gutiérrez, 1999a; Gutiérrez, in preparation a; Gutiérrez &amp; Morales, 2002). Despite recent researchers making significant gains in extending the knowledge bases to better address the needs of Black, Latin@, American Indian, and low-income youth, the political component of teaching is still largely missing from discussions of important knowledge that teachers need. In this commentary, Gutiérrez highlights some of the ways that both mathematics and mathematics teaching are political. She then argues that educators in general, and mathematics educators in particular, must expand what is considered to be necessary knowledge for teaching, adding political knowledge for teaching. Finally, she shares what she has learned from supporting mathematics teachers to develop political knowledge and to advocate for historically underserved and/or marginalized youth.
Parent and Student Perceptions of Parent Engagement at a Cyber Charter High School
Author: Borup, Jered
Date: 2015-12-00
Type: Journal Articles
Subjects: Charter Schools,High School Students,Parent Attitudes,Student Attitudes,Parent Participation,Virtual Classrooms,Interviews,Online Courses,Case Studies,Interpersonal Relationship,Mentors,Student Motivation,Instruction,Educational Practices,Parent Role,Parent School Relationship,Qualitative Research

As enrollments in cyber charter schools grow, it becomes increasingly important to understand how parents engage in their students' learning. Researchers have hypothesized that parental engagement is even more critical when online students learn from home, but few researchers have examined parents' engagement behavior--especially parents of adolescent learners. In this case study we addressed this gap using parent and student interviews at a full-time online charter school. Our analysis of 19 interviews with 9 parents and 10 interviews with 10 students identified five primary types of parental engagement within this setting: (1) nurturing relationships and interactions, (2) advising and mentoring, (3) organizing, (4) monitoring and motivating student engagement, and (5) instructing. We also identified obstacles to effective parental engagement, and in this paper we discuss how programs can work with parents to foster more collaborative relationships.
Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners
Author: Moschkovich, Judit
Date: 2013-07-00
Type: Journal Articles
Subjects: English Language Learners,Guidelines,Educational Principles,Instructional Materials,Mathematics Instruction,Mathematics Education,Instructional Effectiveness,Educational Practices,Culturally Relevant Education,Equal Education

In this essay, the author describes principles for equitable mathematics teaching practices for English Language Learners (ELLs) and outlines guidelines for materials to support such practices. Although research cannot provide a recipe for equitable teaching practices for ELLs, teachers, educators, and administrators can use this set of research-based principles and guidelines to design equitable mathematics instruction, developing their own approaches to supporting equitable practices in mathematics classrooms. The recommendations presented use a complex view of mathematical language as not only specialized vocabulary but also as extended discourse that includes syntax, organization, the mathematics register, and discourse practices. The principles and guidelines stress the importance of creating learning environments that support all students (but specifically those learning English) in engaging in rich mathematical activity and discussions.
Young Children's Mathematics: Whose Home Practices Are Privileged?
Author: Wager, Anita A.
Date: 2013-07-00
Type: Journal Articles
Subjects: Young Children,Educational Practices,Preschool Education,Preschool Teachers,Student Characteristics,Student Centered Curriculum,Interviews,Faculty Development,Power Structure,Mathematics Education,Educational Methods,Teacher Attitudes

In this essay, the authors share a professional dialogue about the ways in which issues of power emerge in preschool classrooms when teachers endeavor to build on children's home and school mathematical experiences and understanding. From different perspectives, as early childhood and mathematics education researchers, the authors discuss ways in which data from teacher interviews and discussions collected during a professional development program provide evidence of whose knowledge is privileged. The authors use the dialogue to explore &quot;what,&quot; &quot;how,&quot; and &quot;who&quot; pre-K teachers most often privileged in their work with children and families in mathematics. And what effect that privileging had on power relationships.
Teaching Mathematics as Agape: Responding to Oppression with Unconditional Love
Author: Amidon, Joel
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Education,Social Justice,Critical Theory,Interpersonal Relationship,Educational Practices,Affective Objectives

In this essay, encouraged by the critical examination of mathematics education and mathematics teacher education at the Privilege and Oppression in the Mathematics Preparation of Teacher Educators Conference, the author asks the question: What do I do from a position of power and privilege to interrupt oppression and enable everyone the opportunity and expectation of success in mathematics and life? The author proposes a response with agape (pronounced ägäpa), or unconditional love. Starting with the question What would it mean to teach mathematics as an act of unconditional love? the author theorizes an ideal relationship between students and mathematics that is functional, communal, critical, and inspirational, generated from wanting to teach mathematics as agape.
Making Unseen Privilege Visible in Mathematics Education Research
Author: Bartell, Tonya Gau
Date: 2013-07-00
Type: Journal Articles
Subjects: Educational Research,Mathematics Education,Advantaged,Disadvantaged,Critical Theory,Educational Practices,Teaching Experience,Guidelines,Group Membership

In this essay, the authors begin to &quot;unpack the invisible knapsack&quot; of mathematics education research privilege. They present short statements representing the multiplicity of their respective identities; acknowledging that efforts to understand privilege and oppression are often supported and constrained by identities. The authors then present three lists generated as they identify experiences as mathematics education researchers that they may have taken for granted; two lists are from the perspective of privilege and the other is from a position of marginalization. The multiple lists reflect that a person can be simultaneously oppressed in some ways and privileged in others. The authors conclude by inviting others to join the discussion about the invisible knapsack of mathematics education re-search privilege.
Recruiting Secondary Mathematics Teachers: Characteristics That Add Up for African American Students
Author: Ragland, Tamra C.
Date: 2014-12-00
Type: Journal Articles
Subjects: Mathematics Teachers,Secondary School Mathematics,Secondary School Teachers,Secondary School Students,African American Students,African American Teachers,Whites,Semi Structured Interviews,Case Studies,Comparative Analysis,Correlation,Experience,Teaching Methods,Observation,Urban Schools,Teacher Background,Teacher Characteristics

In this article, the authors provide portraits of three mathematics teachers: one European American man, one African American man, and one Middle Eastern woman. All three taught in secondary schools with predominantly African American student populations. Semi-structured interviews and observations were conducted to create a comparative case study that analyzed the teachers' &quot;star&quot; background experiences and skills (Haberman, 1995). The analysis also focused on whether or not there was a connection between their star background experiences and skills and their use of relational and field-dependent methods of teaching. Data suggest that there was a connection between Haberman's star framework and teachers who taught relationally and used field-dependent methods. Based on these results, the authors argue that alternative certification programs should broaden their criteria and recruit preservice teachers with star background experiences and skills.
Mathematics and Social Justice: A Symbiotic Pedagogy
Author: Bond, Gareth
Date: 2015-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Social Justice,Classroom Environment,Educational Methods,Goal Orientation,Power Structure,Interdisciplinary Approach

Mathematics can be defined as &quot;the science of pattern and order&quot; (Van de Walle, Folk, Karp, &amp; Bay-Williams, 2009, p. 10). But because there is often a perceived spectrum of approachability to mathematics (based on common misconceptions that envision the subject as a sort of elitist wizardry) it is important to bear in mind different definitions of mathematics when exploring applications of mathematics in the classroom. This is especially true when considering the instruction of mathematics for social justice. In this article, the authors explain how the study of social justice is increasingly in need of empirical methods to describe, defend, and advise the critical analysis of the systems of domination and subjugation that permeate human power structures. The study of mathematics, which often needs a meaningful context in which abstraction and anxiety can be nullified, is the ideal symbiotic partner for the study of social justice in the greater pursuit of equipping students with the effective tools needed to thrive in the 21st century. Without a literacy of mathematics and social justice, students will be at the mercy of sociopolitical and economic systems of oppression.
Financial Literacy with Families: Opportunity and Hope
Author: Baron, Lorraine M.
Date: 2015-07-00
Type: Journal Articles
Subjects: Money Management,Teaching Methods,Guidelines,Social Justice,Mathematics Skills,Family Programs,Community Programs,Program Descriptions,Self Esteem,Self Efficacy,Literacy,Outcomes of Education,Critical Theory,Family Income,Budgets,Curriculum,Empowerment,Elementary Schools,Semi Structured Interviews

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/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.
Affinity through Mathematical Activity: Cultivating Democratic Learning Communities
Author: Sengupta-Irving, Tesha
Date: 2014-12-00
Type: Journal Articles
Subjects: Democratic Values,Algebra,Student Diversity,Low Achievement,Student Characteristics,Cooperative Learning,Mathematics Instruction,Communities of Practice,Equal Education,Teaching Methods,Peer Relationship,Learning Activities,Semi Structured Interviews,Surveys,Student Attitudes,Teacher Attitudes,High School Students,At Risk Students

In this article, the author demonstrates how a broader view of what shapes affinity is ideologically and practically linked to creating democratic learning communities. Specifically, the author explores how a teacher employed complex instruction (an equity pedagogy) with her ethnically and racially diverse students in the &quot;lowest track&quot; Algebra I course. Sociometric network analyses used to model peer relationships revealed an affinity among three students that could not be explained by shared attributes or history (e.g., race or gender). Through field note analyses, the author argues these students' affinity was forged through shared mathematical activity--what she terms a &quot;workship.&quot; This workship reflected equitable relationships born of diverse youth learning to work together by working together. The author discusses implications of the workship for teachers and researchers, as well as the constraints that stratified mathematics programs can place on classroom-based efforts to advance equity.
The Collective Black and &quot;Principles to Actions&quot;
Author: Martin, Danny Bernard
Date: 2015-07-00
Type: Journal Articles
Subjects: Mathematics Education,Success,Mathematics Instruction,Common Core State Standards,Equal Education,Mathematics Curriculum,Social Influences,Academic Standards,Minority Groups,At Risk Students

In this commentary, Danny Martin describes five key take-aways and two sets of questions that arose from his reading of &quot;Principles to Actions: Ensuring Mathematics Success for All (National Council of Teachers of Mathematics [NCTM], 2014). Martin begins by noting that &quot;Principles to Actions&quot; is clearly a political document that advances particular views and visions of mathematics teaching and learning and per the copyright page of the document, represents the &quot;official position of the National Council of Mathematics Teachers as approved by the NCTM Board of Directors.&quot; Martin goes on to touch upon the tone of the document and notes that it reflects a deep and unequivocal commitment to the Common Core by NCTM even as it seems that elements of the Common Core movement are starting to unravel (see, e.g., Kirp, 2014; Ravitch, n.d.). Further, he states that reflected in the Common Core position statement and the essential elements of &quot;Principles to Actions&quot; is the continued focus on equity and the rhetoric of &quot;Mathematics for All&quot; (Martin, 2003, 2011) that was expressed in NCTM's 1989 &quot;Curriculum and Evaluation Standards for School Mathematics&quot; and 2000 &quot;Principles and Standard for School Mathematics.&quot; Martin's final take-away from &quot;Principles to Actions&quot; focuses on NCTM's framing of the obstacles that could hinder their vision for mathematics teaching and learning. He states that these obstacles are framed in terms of unproductive beliefs on the part of stakeholders. Based on his reading of &quot;Principles to Actions&quot; as a political document and considering NCTM's equity advocacy, the following sets of questions emerged and are considered in the remainder of the commentary: Who is this document written for? Who are the primary audiences? Beyond any surface level considerations and possibilities, who is this document &quot;really&quot; written for? Secondly, what are the underlying appeals that are being made to these primary audiences? What are the politics associated with these appeals? [This commentary is a revised version of remarks made at the National Council of Teachers of Mathematics Research Conference plenary session &quot;Turning the Common Core into Reality in Every Math Classroom,&quot; delivered on April 15, 2015 in Boston, MA.]
Place Matters: Mathematics Education Reform in Urban Schools
Author: Rousseau Anderson, Celia
Date: 2014-06-00
Type: Journal Articles
Subjects: Urban Schools,Mathematics Education,Educational Change,Change Strategies,Instructional Design,Culturally Relevant Education,Middle Schools,High Schools,At Risk Students,Disadvantaged Youth,Minority Group Students,Teacher Competencies,Alternative Teacher Certification,School Districts,Secondary School Mathematics,Models

While mathematics education research has often focused at the level of the classroom (Rousseau Anderson &amp; Tate, 2008), there are emerging calls for attention to shift from individual classrooms to consider the process of reform at the school or district level. Investigating the role of the institution and conditions of the organization becomes crucial in order to fully understand classroom practice and to move beyond existence proofs to take reform to scale (Cobb &amp; Jackson, 2011; Cobb &amp; Smith, 2008). While the need to design instructional improvement is not limited to a particular school or district type, it is arguably most critical for urban settings. There is an urgent need to develop and test models that can be used for the design of more effective urban schools and districts (Cobb &amp; Smith, 2008; Tate, 2008a). While any model of school or district reform should involve the development of &quot;testable conjectures about the constraints and affordances of the institutional setting&quot; (Cobb et al., 2003, p. 21), the specific conditions of urban schools are crucial to consider. As such, the purpose of this commentary is to offer design considerations that are specific to urban schools. The author's intent is to contribute to theory- and model-building regarding urban mathematics education by outlining how the design process for mathematics reform might be influenced by the geospatial context.
Why Should Mathematics Educators Learn from and about Latina/o Students' In-School and Out-of-School Experiences?
Author: Civil, Marta
Date: 2014-12-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Hispanic American Students,Immigrants,Student Experience,Holistic Approach,Mexican Americans,Mexican American Education,Ethnography,Cultural Capital,Culturally Relevant Education,English (Second Language),Second Language Learning,Interviews,Racial Segregation

University of Arizona's Marta Civil has been studying the complexities of bridging in-school and out-of-school mathematics for some time, during which she has raised specific questions related to connecting in-school and out-of-school mathematics (Civil, 2002, 2007, 2014). These questions have to do with &quot;What is mathematics?&quot; &quot;Where is the mathematics?&quot; &quot;How are different mathematical practices valued, by whom, and where?&quot; In Civil (2014) she raised further questions about &quot;What is competence?&quot; &quot;What is the interplay between task, setting, and engagement?&quot; and &quot;How do languages (as in English and Spanish, for example) and affective elements interact when doing mathematics?&quot; In particular, she discusses these questions in relation to in-school and out-of-school settings. Civil believes that mathematics educators (teachers, school administrators, university faculty, etc.) need to take a more holistic approach toward the mathematics education of students, and in particular of marginalized students. In this commentary, she provides some general context for her research, in terms of who the participants are and how she approaches her work. She then expands upon her belief in taking a more holistic approach through the &quot;voices&quot; of several students and their parents with whom she has interacted over the years.
Reawakening the Irish Language through the Irish Education System: Challenges and Priorities
Author: Ó Ceallaigh, T. J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Irish,History,Models,Language Planning,Political Influences,Barriers,Self Concept,Language Maintenance,Government School Relationship,Second Language Learning,Second Language Instruction,Heritage Education,Native Language Instruction,Foreign Countries,Immersion Programs,Official Languages,Language Role,Language Attitudes,Language of Instruction,Preschool Education,Elementary Secondary Education,English,Federal Legislation

As a language, Irish is unique to Ireland and is, therefore, of crucial importance to the identity of the Irish people, to Irish culture and to world heritage. The Irish language however has had a turbulent and traumatic history and has endured a complex and varied relationship with the Irish people. Since the foundation of the Irish Free State, the education system has been targeted as an agency and model for Irish language planning, education and language revitalisation and has had a critical role in generating linguistic ability in the Irish language. This paper reviews the complex and controversial relationship between the Irish language, the State and the education system from an historical perspective. Some key acts of recent legislation and government initiatives, which impact on the status of the Irish language are considered and barriers and challenges to progress in the education system are outlined. The paper concludes with a discussion on significant positive factors which may revolutionise and &quot;reawaken&quot; the Irish language through our education system.
The Transition Year: A Unique Programme in Irish Education Bridging the Gap between School and the Workplace
Author: Moynihan, Joseph A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Program Descriptions,Education Work Relationship,Experiential Learning,Social Development,Intellectual Development,Individual Development,Work Experience,Foreign Countries,Independent Study,Career Exploration,Secondary School Students,National Curriculum,Educational History,Transitional Programs

Transition Year is a unique and exciting programme situated in the middle of the six year second level education system in Ireland. Since its introduction in 1974, the programme has experienced unprecedented growth now being offered in over 80% of schools on the island. Transition Year seeks to emphasize alternative learning methodologies including self-directed learning and experiential learning; intellectual, social and personal development; community and inter-school communications; exposure to careers education and the world of work. The latter occurs predominantly through actual work experience. This paper situates and explains the Transition Year Programme in Irish education as well as outlining the significance of the essential work experience component. Transition Year work experience is the bridge that connects young people in the classroom with adult life and the world of work.