Promoting Equity through Reasoning

Autor/inn/en	Mueller, Mary F.; Maher, Carolyn A.
Titel	Promoting Equity through Reasoning
Quelle	In: Teaching Children Mathematics, 16 (2010) 9, S.540-547 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Instruction; Mathematics Achievement; Minority Groups; White Students; Equal Education; Teacher Expectations of Students; Racial Bias; Thinking Skills; Problem Solving; Teacher Student Relationship; African American Students; Hispanic American Students; Mathematical Logic; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnische Minderheit; Racial discrimination; Rassismus; Denkfähigkeit; Problemlösen; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Many educators share the vision of the Equity Principle--teachers holding high expectations for all students. However, according to National Assessment of Educational Progress (NAEP) reports, minority students continue to lag behind white students in mathematics achievement. Furthermore, the discrepancies are more pronounced on the extended, constructed-response items, which measure students' problem-solving and critical-thinking abilities. Recognizing the importance of equitable practices in classrooms suggests optimism for achieving a classroom community where all students are engaged in meaningful and thoughtful mathematical problem solving. To accomplish this goal, certain classroom norms must be established in which teachers and classmates learn to listen to the ideas of all students and to recognize, respect, and value their contributions. The authors implemented such equitable practices during an informal mathematics learning program. Twenty-four African American and Latino student participants volunteered to work on open-ended mathematical tasks as an extra after-school activity. The authors' strategies significantly engaged them in justification and reasoning during problem solving. In this article, the authors offer two representative episodes to show how students' reasoning was made public in justifying problem solutions as well as in responding to and challenging the ideas of others. The sixth graders' reasoning took the form of both direct and indirect proof. (Contains 3 tables and 4 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