Achieving Equity and Excellence in Mathematics Teaching

Autor/in	Copur-Gencturk, Yasemin
Titel	Achieving Equity and Excellence in Mathematics Teaching
Quelle	In: State Education Standard, 22 (2022) 2, S.37-42 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	Equal Education; Educational Quality; Mathematics Instruction; Instructional Effectiveness; State Policy; Elementary Secondary Education; Faculty Development; Knowledge Base for Teaching; Bias; Barriers; Teacher Certification + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	International and national assessments suggest that U.S. students' mathematics performance declines drastically as they progress to higher grades. Reforms to improve student math achievement and math curriculum have not yielded the hoped-for outcomes because improving math performance demands more systematic changes in how math teachers are equipped at the preservice and in-service levels. Research advances on the expertise needed in mathematics teaching have identified distinct knowledge and skills math teachers need. Policies to ensure that teachers and teacher candidates are equipped with this knowledge and these skills is the most viable solution to the nation's ongoing problem with math learning. Providing a system of supports to overcome teachers' reliance on implicit biases could also help erase inequity in math instruction and close the performance gap of students from different groups. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: https://www.nasbe.org/category/the-standard/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01