Noticing and Wondering to Rehumanize Mathematics Classrooms

Autor/in	Simic-Muller, Ksenija
Titel	Noticing and Wondering to Rehumanize Mathematics Classrooms
Quelle	In: PRIMUS, 33 (2023) 4, S.431-443 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2022.2073624
Schlagwörter	Inclusion; Access to Education; Mathematics Instruction; Equal Education; Teaching Methods; Undergraduate Students; Cues; Classroom Communication; Social Problems; Problem Solving; Urban Renewal; COVID-19; Pandemics; Music; Minority Group Students; Graphs; History; Art + Suchen Sie Ihr Suchwort? Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Stichwort; Klassengespräch; Social problem; Soziales Problem; Problemlösen; Stadtsanierung; Musik; Grafische Darstellung; Geschichte; Geschichtsdarstellung; Arts; Kunst
Abstract	This manuscript proposes the use of the "I notice, I wonder" routine in college mathematics classrooms to address issues of diversity, equity, and inclusion. Examples are given of prompts that incorporate meaningful conversations about real-world issues affecting our students or about issues of inclusion, access, and representation in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01