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Award ID contains: 2010269

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  1. ; ; ; ; ; ; ; (, 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
  2. ; ; ; ; ; (, 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
  3. (, North American Chapter for the Psychology of Mathematics Education)
    A. Lischka, E. Dyer (Ed.)
    Mathematical modeling can be a lever for equity in the elementary math classroom, as it empowers teachers to build on the knowledge and cultural resources that children bring to the classroom and empowers students to draw on their experiences and identities to inform their mathematical work. To better support this transformative synergy between mathematical modeling and equity-oriented practices, we need a tool to deepen our understanding of variations and potential trajectories of teacher practice. In this report, we briefly describe our process for developing an equity-oriented mathematical modeling classroom observation protocol. We then discuss two sample dimensions from our tool to illustrate our integrated attention to equity-focused and mathematical modeling-specific teaching practices. 
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    Accepted Manuscript Full Text Available