rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Cases for mathematics teacher educators facilitating conversations about inequities in mathematics classrooms
  name:
    name part: White, Dorothy Y.
    role:
      role term: editor.
  name:
    name part: Crespo, Sandra
    role:
      role term: editor.
  name:
    name part: Civil, Marta
    role:
      role term: editor.
  type of resource: text
  genre: bibliography
  genre: elektronické knihy
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2016
    copyright date: 2016
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (xxiv, 486 pages) : illustrations
  abstract: The Association of Mathematics Teacher Educators (AMTE) in its 2015 position paper on Equity in Mathematics Teacher Education provides a list of actions for mathematics teacher educators (MTE's) to help them develop and implement equitable practices. The position paper states it is critical that mathematics teacher educators: "Model equity-based pedagogy that emphasizes rich and rigorous mathematics; elicit and build on children's and young adults' mathematical thinking; connect to P-12 students' cultural/linguistic knowledge and backgrounds as well as individual interests; facilitate mathematical discourse; minimize status issues by expanding broader participation and engagement where varied mathematical strengths are valued; and promote positive mathematical identity and agency (p. 2)".Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms provides an excellent resource to start conversations describing the enactment of these actions. The book is organized into three main sections: (1) Conversations About Inequities in Mathematics Methods Courses, (2) Conversations About Inequities in Mathematics Content Courses, and (3) Conversations about Inequities in Graduate and Professional Development Contexts. Across these sections there are 19 cases and 57 corresponding commentaries focused on dilemmas that arise when mathematics teacher educators foreground equity in their work. This book of cases provides a needed resource for MTEs to engage prospective teachers, practicing teachers, and future teacher educators in discussions about inequities, privilege, and oppression in society, in schools, and in the mathematics classroom. It is the product of the thinking and experiences of 87 authors who are committed to the improvement of mathematics teacher education.
  table of contents: Foreword / Fran Arbaugh and Christine D. Thomas -- Foreword / Christine A. Browning -- Preface -- Chapter 1. Facilitating conversations about inequities in mathematics classrooms / Dorothy Y. White, Sandra Crespo, and Marta Civil -- Part I. Conversations about inequities in mathematics methods courses / Imani Goffney And Sandra Crespo -- Chapter 2. Addressing deficit language in math methods: Providing critical feedback to preservice teachers / Julia Maria Aguirre -- Commentary 1: Providing respectful and ability-oriented feedback to parents: A commentary on aguirre's case / Monica Gonzalez -- Commentary 2: Missing in the numbers: Examination of teacher and racial identities: A commentary on Aguirre's case / Ebony O. McGee -- Commentary 3: Critical dialogues to promote transformative learning: A commentary on aguirre's case / Beatriz Quintos -- Chapter 3. Understanding white privilege: When a good task is not enough / Kristen Bieda -- Commentary 1: Acknowledging personal perspectives to build mathematical understandings: a commentary on bieda's case / Cynthia Oropesa Anhalt -- Commentary 2: The importance of context and nuance in designing learning experiences for teachers: A commentary on bieda's case / Erica N. Walker -- Commentary 3: Supporting novice mathematics teachers' racial consciousness: A commentary on bieda's case / Craig Willey -- Chapter 4. Why are you asking for these impossible math lessons? / Sandra Crespo -- Commentary 1: Identifying and supporting the next small step together: A commentary on crespo's case / Megan Franke -- Commentary 2: Equitable mathematics teaching for all students: A commentary on Crespo's case / Christa Jackson -- Commentary 3: Turning disappointing student emails into teachable moments: A commentary on crespo's case / David W. Stinson -- Chapter 5. Problematizing gender: Trepidation and uncertainty / Carlos Nicolas Gomez and Eric Siy -- Commentary 1: Using media to problematize gender stereotypes in the mathematics classroom…
  table of contents: Challenging deficit language / Imani Masters Goffney -- Commentary 1: Adjusting perspectives: a commentary on goffney's case / Joel Amidon -- Commentary 2: Supporting strength-based perspectives and understandings: A commentary on goffney's case / Amy Roth McDuffie -- Commentary 3: Challenging mathematics teachers' deficit-language use: A commentary on goffney's case / Eugenia Vomvoridi-Ivanovlc -- Chapter 18. Moving from addressing one's target identity to addressing one's nontarget identities / Beth A. Herbel-Eisenmann -- Commentary 1: Anticipating the unexpected: Managing a dilemma during facilitation of a social justice mathematics task: a commentary on herbel-eisenmann's case / Lawrence Clark.
  table of contents: Commentary 2: Challenging PSTs' Views and the Inherent Subjectivity While Doing So: A Commentary on Herbel-Eisenmann's Case / Laura McLeman -- Commentary 3: On Denial and the Search for Explanation: A Commentary on Herbel-Eisenmann's Case / José María Menéndez -- Chapter 19. Learning About Students and Communities Using Data and Maps / Laurie H. Rubel -- Commentary 1: The Frog in the Pan: Developing Critical Awareness in Mathematics Teachers: A Commentary on Rubel's Case / Rodrigo Jorge Gutiérrez and Alice Cook -- Commentary 2: Can Mathematics Pave the Road to Social Justice? A Commentary on Rubel's Case / Robert Klein -- Commentary 3: Being Students and Teachers of Math and Social Justice: A Commentary on Rubel's Case / Cynthia Nicol -- Chapter 20. Let Me Be Your Cultural Resource: Facilitating Safe Spaces in Professional Development / Anita A. Wager -- Commentary 1: Opening Spaces in Mathematics Teacher Education: A Commentary on Wager's Case / Corey Drake -- Commentary 2: Nosotras Spaces: Cobuilding Transformational Bridges: A Commentary on Wager's Case / Carlos A. López Leiva -- Commentary 3: Seeing the Problem Before Attempting to Solve It: The Role of Noticing Sociopolitical Narratives in Equity-Focused Work: A Commentary on Wager's Case / Jennifer M. Langer-Osuna -- About the Editors.
  note: edited by Dorothy Y. White (University of Georgia), Sandra Crespo (Michigan State University), Marta Civil (The University of Arizona).
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  note: Includes bibliographical references.
  subject:
    topic: Mathematics teachers
    topic: Training of
  subject:
    topic: Elementary school teachers
    topic: Training of
  subject:
    topic: Mathematics
    topic: Study & Teaching
  subject:
    topic: Educational strategies and policy
  subject:
    topic: Mathematics
  subject:
    topic: Teaching of a specific subject
  classification: 510.71
  classification: 37
  related item:
    title info:
      title: AMTE professional book series ; v. 1
  identifier: 9781806609604
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: DLC
    record creation date: 160915
    record change date: 20250607072528.0
    record identifier: em-9781806609604
    language of cataloging:
      language term: eng