A Convergence of Transformative Multicultural and Mathematics Instruction? Dilemmas of Group Deliberations for Curriculum Change

Murtadha-Watts, Khaula; D’Ambrosio, Beatriz S.

doi:10.2307/749641

Cited by 3 publications

(1 citation statement)

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“…Nevertheless, studies investigating the improvement of equitable teaching practices had a variety of results. While Esmonde and Caswell () reported that mathematics teachers improved their teaching practices and became committed to equitable mathematics throughout the project, Murtadha‐Watts and D'Ambrosio () experienced difficulty of engaging teachers in socially transformative multicultural mathematics teaching practices. As a solution, they sought for shared meanings and consensus for equitable mathematics teaching within the group.…”

Section: Resultsmentioning

confidence: 99%

Research on equitable mathematics teaching practices: Insights into its divergences and convergences

Yolcu

2019

Review of Education

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This paper reviews the research on equitable mathematics teaching practices that focus on providing fair opportunities to learn for all children. The studies conducted with in‐service teachers are examined in descriptive, integrated and critical ways to explore the differences and similarities across the body of research. Three divergent themes are identified from the literature according to how the mathematical learning is conceptualised: social, cultural and critical. In the first part of the review, the studies are synthesised and also the reflective conversations are presented for each perspective. The second part of the article focuses on the similarities where three convergent themes are identified across the scholarship: (1) gatekeeping primacy of mathematics, (2) regenerating exclusions through psychological registers and (3) positioning teachers as objects of research and subjects of change. These convergent themes make visible the limitations of the literature that need further interrogation. Further research is required to study how these convergent themes are historically emerged, accumulated and still existed in the contemporary practices to expand the teacher education research for equity and social justice.

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Section: Resultsmentioning

confidence: 99%

Research on equitable mathematics teaching practices: Insights into its divergences and convergences

Yolcu

2019

Review of Education

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Commentary on the Chapter by Dowling and Burke, “Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality”

Becker

2012

Towards Equity in Mathematics Education

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A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge

Turner

Drake

2015

Journal of Teacher Education

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Researchers have studied the preparation of elementary teachers to teach mathematics to students from diverse racial, ethnic, and linguistic backgrounds by focusing either on teachers’ learning about children’s mathematical thinking (CMT) or, less frequently, about children’s cultural funds of knowledge (CFoK) related to mathematics. Despite this important work, elementary teachers continue to be underprepared to teach mathematics effectively in diverse communities. We suggest that one way to address this persistent challenge is to integrate these two lines of work. This review focuses on research related to how prospective teachers (PSTs) learn to connect to CMT and CFoK in mathematics instruction. We use the review to describe elements of a robust theoretical framework of PST learning about CMT and CFoK, and synthesize how the studies reviewed contribute to these different elements.

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A Convergence of Transformative Multicultural and Mathematics Instruction? Dilemmas of Group Deliberations for Curriculum Change

Cited by 3 publications

References 0 publications

Research on equitable mathematics teaching practices: Insights into its divergences and convergences

Research on equitable mathematics teaching practices: Insights into its divergences and convergences

Commentary on the Chapter by Dowling and Burke, “Shall We Do Politics or Learn Some Maths Today? Representing and Interrogating Social Inequality”

A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge

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