Unpacking the Links between Equitable Teaching Practices and Standards for Mathematical Practice: Equity for Whom and under What Conditions?

Autor/inn/en	Barajas-López, Filiberto; Larnell, Gregory V.
Titel	Unpacking the Links between Equitable Teaching Practices and Standards for Mathematical Practice: Equity for Whom and under What Conditions?
Quelle	In: Journal for Research in Mathematics Education, 50 (2019) 4, S.349-361 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Stellungnahme; Teaching Methods; Neoliberalism; Mathematics Education; Common Core State Standards; Mathematical Concepts + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Neo-liberalism; Neoliberalismus; Mathematische Bildung; Common core curriculum; Curriculum; Kerncurriculum
Abstract	In their commentary, "Toward a Framework for Research Linking Equitable Teaching with the Standards for Mathematical Practice," Bartell et al. (2017) provide a stepping-stone into the challenge of clarifying the interface between equity and standards setting in mathematics education by devising a framework that relates the "Common Core State Standards for Mathematics" to an explicit articulation of equitable teaching practices. In this commentary, we respond to this proposed framework and aim to clarify some key elements. Furthermore, we draw on our own positionings and scholarly interests to critique and bolster the framework by focusing on the tensions related to co-opting the Common Core for equity-oriented purposes, the framework's relationship to neoliberalism, and the role of racialized rhetoric and nondominant family and community knowledge. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01