This critical volume responds to the enduring challenge in mathematics education of addressing the needs of marginalized students in school mathematics, and stems from the 2015 Annual Meeting of the North American Group of the Psychology of Mathematics Education (PME-NA). This timely analysis brings greater clarity and support to such challenges by narrowing in on four foci: theoretical and political perspectives toward equity and justice in mathematics education, identifying and connecting to family and community funds of knowledge, student learning and engagement in preK-12 mathematics classrooms, and supporting teachers in addressing the needs of marginalized learners. Each of these areas examines how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities, and include contributions from scholars writing about mathematics education in diverse contexts. Included in the coverage:O Disrupting policies and reforms to address the needs of marginalized learnersO A socio-spatial framework for urban mathematics educationO Linking literature on allywork to the work of mathematics teacher educatorsO Transnational familiesO mathematical funds of knowledgeO Multilingual and technological contexts for supporting learnersO mathematical discourseO Preservice teachersO strategies for teaching mathematics with English learnersToward Equity and Social Justice in Mathematics Education is of significant interest to mathematics teacher educators and mathematics education researchers currently addressing the needs of marginalized students in school mathematics.a It is also relevant to teachers of related disciplines, administrators, and instructional designers interested in pushing our thinking and work toward equity and justice inmathematics education.
Part I: Theoretical and Political Perspectives Toward Equity and Justice in Mathematics Education.- Chapter 1: Disrupting Policies and Reforms in Mathematics Education to Address the Needs of Marginalized Learners.- Chapter 2: Making the Implicit Explicit: Building a Case for Implicit Racial Attitudes to Inform Mathematics Education Research.- Chapter 3: A Socio-Spatial Framework for Urban Mathematics Education: Considering Equity, Social Justice, and the Spatial Turn.- Chapter 4: Building on Misconceptions and Students' Intuitions in Advanced Mathematics.- Chapter 5: Promoting Equitable Systems in Mathematics Education Starts with Us: Linking Literature on Allywork to the Work of Mathematics Teacher Educators.- Chapter 6: A Commentary on Theoretical & Political Perspectives Toward Equity and Justice in Mathematics Education.- Part II: Identifying and Connecting to Family and Community Funds of Knowledge.- Chapter 7: Connecting Algonquin Loomwork and Western Mathematics in a Grade 6 Math Class.- Chapter 8: Conversions for Life: Transnational Families' Mathematical Funds of Knowledge.- Chapter 9: A Commentary on Identifying and Connecting to Family and Community Funds of Knowledge.- Part III: Student Learning and Engagement in PreK-12 Mathematics Classrooms.- Chapter 10: So we only have one we share with more, and then they have way more and they share with less : Mathematics and Spatial Justice.- Chapter 11: Supporting the Development of Bilingual Learners' Mathematical Discourse in a Multilingual, Technological Context.- Chapter 12: The Micro-Politics of Counting.- Chapter 13: A Commentary on Student Learning and Engagement in preK-12 Mathematics Classrooms.- Part IV: Supporting Teachers on Addressing the Needs of Marginalized Students.- Chapter 14: Preservice Teachers' Strategies for Teaching Mathematics with English Learners.- Chapter 15: How I Want to Teach the Lesson : Framing Children's Multiple Mathematical Knowledge Bases in the Analysis and Adaptation of Existing Curriculum Materials.- Chapter 16: Seeing Mathematics Through Different Eyes: An Equitable Approach to Use With Prospective Teachers.- Chapter 17: Using Concept Maps in Teacher Education: Building Connections among Multiple Mathematical Knowledge Bases and Assessing Mathematical Understanding.- Chapter 18: Using Ethnomathematics Perspective to Widen the Vision of Mathematics Teacher Education Curriculum.- Chapter 19: A Commentary on Supporting Teachers in Addressing the Needs of Marginalized Students.
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