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Creators/Authors contains: "Tate, H."

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  1. (, Teaching for excellence and equity in mathematics)
    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A; Dyer, E; Jones, R; Lovett, J.; Strayer, J.; Drown, S. (Ed.)
    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ; ; (, Teaching for excellence and equity in mathematics)
    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; (, Teaching for excellence and equity in mathematics)
    Accepted Manuscript Full Text Available
  5. ; ; ; ; ; ; ; (, Teaching for excellence and equity in mathematics)
    In this article, educators across schools tell the story of planning, implementing, and reflecting on an elementary antiracist unit focused on mathematizing racial representation in school libraries. Students and teachers engaged in conversations about race, utilized mathematics to visualize erasures of race in literature, and involved parents, administrators and the community in recognizing and taking action to change this injustice. Our team considers tensions and powerful student thinking involved in using mathematics for antiracist learning for second through fifth-grade children. 
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    Accepted Manuscript Full Text Available
  6. ; ; ; ; ; (, North American Chapter of the International Group for the Psychology of Mathematics Education)
    A. Lischka, E. Dyer (Ed.)
    This theoretical paper describes how Community-based Mathematical Modeling can advance equity and cultivate civic empathy in elementary school settings. We provide a framework for community-based mathematical modeling instruction consisting of five goals: facilitating connections, fostering engagement, promoting rigor, cultivating civic empathy, and elevating justice. We illustrate how these goals work together to advance equity and cultivate civic empathy through classroom vignettes of community-based modeling lessons. Through this theoretical synthesis, implications for community-based mathematical modeling instruction will be discussed. 
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    Accepted Manuscript Full Text Available
  7. ; ; ; ; ; (, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A; Dyer, E; Jones, R; Lovett, J.; Strayer, J; Drown, S. (Ed.)
    Accepted Manuscript Full Text Available