Investigating Mathematics Department Leaders' Experiences and Understandings of Equity [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Fifty, David; Zimmerman, Stacey; Beisiegel, Mary
Titel	Investigating Mathematics Department Leaders' Experiences and Understandings of Equity [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Teaching Methods; Equal Education; Student Diversity; Inclusion; Educational Practices; Doctoral Students; Teaching Assistants; Administrator Attitudes; Research Universities; Educational Improvement; Administrator Role; Department Heads; Faculty Development; Mathematics Instruction; Evidence Based Practice + Suchen Sie Ihr Suchwort? Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Bildungspraxis; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Forschungseinrichtung; Teaching improvement; Unterrichtsentwicklung; Mathematics lessons; Mathematikunterricht
Abstract	In the wake of national movements calling for attention to equity, colleges, departments, and instructors are now faced with various responsibilities to implement practices and structures to support diversity, equity, and inclusion (DEI). This project aims to design a professional development program for mathematics graduate teaching assistants (MGTAs) by helping them learn evidence-based teaching practices to support diverse groups of learners in engaging mathematics activities. Part of these efforts included investigating department leaders' understanding of equity. This paper focuses on interviews with department leaders at a large, public, research university. Our analysis shows that despite the implementation of university structures focused on improving equity, department leaders had very different understandings of equitable teaching, and reported differences in how equity factors into their roles. [Co-written with the ELITE PD Research Group. For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01