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"Mathematics Instruction"
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Examining the elements of culturally relevant pedagogy captured and missed in a measure of high-quality mathematics instruction
Mathematics instruction is not race or culture neutral. For students who have been historically marginalized in mathematics classrooms, high-quality mathematics instruction, instruction that helps students build conceptual understanding, on its own might not be enough to disrupt inequities. These students might also need instruction that is culturally relevant, with teachers who demonstrate cultural competence, build critical consciousness, and support student learning. Our goal in this study was to understand which components of culturally relevant pedagogy (CRP) are captured and which are missed in a typical U.S. framework of high-quality mathematics instruction. To find the overlaps and gaps, we analyzed the mathematics lessons of three elementary teachers through both the lens of CRP and the Mathematics-Scan, a mathematics observation tool. We found the strongest overlap between the two frameworks in the patterns of strengths and weaknesses in the teachers’ lessons. When the teachers were delivering high-quality instruction, they were also often supporting students’ learning or showing cultural competence. When the teachers were delivering lower quality instruction, they were also often missing opportunities to enact CRP. At the same time, key elements of CRP including linguistic support for students, high expectations, critical consciousness, and nuances within cultural competence, were missed by the high-quality instruction framework. High-quality instruction was the foundation for CRP in the teachers’ classrooms, but CRP was more than just high-quality instruction. We conclude with recommendations for increasing the alignment between the frameworks and implications for international educators also grappling with equity in their own frameworks of mathematics instruction.
Journal Article
Inside Mathforum.org : analysis of an Internet-based education community
The internet has dramatically transformed social space and time for many people in many different contexts. This dramatic warping of the social fabric has happened slowly over time as digital technologies have evolved and internet speeds have increased. While we are all aware of these changes, the impact is often little understood. There are few monographs about social groups made possible by the internet, and even fewer about educational communities made possible through digital technologies. 'Inside Mathforum.org' details the ways that digital media are used to enhance the practices that teachers and students of mathematics engage in. The book also shows how different kinds of mathematical conversations and interactions become possible through the digital media. Unlike many other educational uses of digital media, the Math Forum's community has provided online resources and sustained support for teachers and students, and it leads the way in showing the power of digital media for education.
Book
Developing Visions of High-Quality Mathematics Instruction
This article introduces an interview-based instrument that was created for the purposes of characterizing the visions of high-quality mathematics instruction of teachers, principals, mathematics coaches, and district leaders and tracking changes in those visions over time. The instrument models trajectories of perceptions of high-quality instruction along what have been identified in the literature as critical dimensions of mathematics classroom practice.
Journal Article
Are we all in this together?
The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting to a new medium of mathematics instruction, not to mention the teachers who had to provide instruction through remote sources. Considering students’ diverse social, economic, and academic background, this study sought to examine teachers’ perspectives on factors that support or hinder how equity is attended to in mathematics during remote instruction and the extent it differed from practices utilized when instruction was provided in a face-to-face setting. We also sought to document teachers’ perspectives on how they attended to equity in mathematics to support students with language barriers. We interviewed nine teachers to explore their perspectives of factors that support or hinder equity in mathematics teaching and learning during remote instruction compared to face-to-face instruction and how they support the diverse needs (inclusive of language barriers) of students. There were salient factors in this study that supported or hindered equitable mathematics instruction, such as teachers’ beliefs, expectations for students, access to resources, students’ socioeconomic status, and language barriers. Hence, it is recommended that policymakers, school administrators, and teachers need to collaborate to systematically plan to ensure that all students have access to quality mathematics.
Journal Article
Online mathematics programs and the figured world of primary school mathematics in the digital era
Internet access and the availability of digital devices in classrooms have been growing exponentially. This has led to the development of subscription-based online platforms for mathematics learning, available for purchase by schools and individuals. Currently, research in mathematics education tends to focus on the benefits to teaching and learning of digital technologies, while less attention is given to the use of commercial applications in mathematics, and to the rationale of schools in choosing these resources, or to consideration of how they might fundamentally change the shape of mathematics education in our schools. This paper reports on a survey sent to mathematics leaders of all schools in Aotearoa New Zealand, attaining a 24% response rate. Schools appeared to provide a great variety of learning experiences in mathematics, including the use of online programs. Many different online programs were utilised by schools, and the majority of these operate for business profit within state-funded school systems. The theoretical construct of ‘figured worlds’ was used to understand the school leaders’ rationales for using the programs. Leaders gave contrasting and conflicting reasons for their choices: discourses of neoliberalism, reform teaching, traditionalism and Ed-tech were all evident in their responses. The survey results suggest that in this era of market competition, schools face pressure to provide mathematics programmes that are simultaneously traditional, modern, high-tech and balanced.
Journal Article
Math-Trivium Framework for Newcomer Students: Orientation for High School Teachers on Equitable, Inclusive Instruction
Newcomers, defined as students who have recently integrated into a new educational system, often face significant barriers to learning mathematics due to their diverse ethnic and linguistic backgrounds. Traditional mathematics instruction frequently overlooks the intrinsic, social, and cultural assets these students bring into the classroom. This oversight can hinder their academic success and integration into the educational environment. As ethnically and linguistically diverse student populations continue to grow across Western countries, there is a pressing need for mathematics lessons that reflect and leverage the varied backgrounds of all students. Additionally, teachers require proper preparation to respond effectively to the shifting demographics of their classrooms. This theoretical paper introduces the Math Trivium Framework, an asset-based approach to understanding newcomers' experiences in learning mathematics. By focusing on the intrinsic, social, and cultural strengths newcomers contribute, this framework aims to enhance their academic outcomes and integration. The paper emphasizes the importance of mathematics lessons that are inclusive of every student's unique learning background and highlights the necessity for teachers to (1) recognize and utilize these assets while also acknowledging and leveraging the various assets students are bringing into the classroom and (2) receive preparation to respond to the shifting population of students. Key components of the framework include shifting the focus from deficits to assets and glocalizing cultural relevance into mathematics for equitable and inclusive instruction. The Math trivium framework can promote equitable mathematics education that supports the academic success and cultural empowerment of all students, particularly newcomers navigating new educational environments.
Journal Article