Student Representations at the Center: Promoting Classroom Equity

Autor/inn/en	Imm, Kara Louise; Stylianou, Despina A.; Chae, Nabin
Titel	Student Representations at the Center: Promoting Classroom Equity
Quelle	In: Mathematics Teaching in the Middle School, 13 (2008) 8, S.458-463 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Education; Problem Solving; Classroom Environment; Middle Schools; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathematische Bildung; Problemlösen; Klassenklima; Unterrichtsklima; Middle school; Mittelschule; Mittelstufenschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	This article focuses on the use of students' mathematical representations to build classroom community, promote participation in classrooms, and further equity. An example of a teacher who consciously chose to allow her students to bring their own representations to class is presented. The choice not only allowed the students better access to the mathematical ideas of the lesson but also equipped the teacher to build a classroom environment in which each student is expected to engage seriously in cognitively demanding mathematics. At the same time, students are being respected for what they know and bring to the classroom community of learners and are supported in their efforts--the cornerstone ideas behind equity in mathematics learning and teaching. (Contains 5 figures.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10