Literaturnachweis - Detailanzeige
| Autor/inn/en | Gartland, Sara; Wong, Shellee; Silverstein, Laurie |
|---|---|
| Titel | Access, Power, Identity, and Healing in Mathematics |
| Quelle | In: Mathematics Teacher: Learning and Teaching PK-12, 115 (2022) 11, S.815-821 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5769 |
| DOI | 10.5951/MTLT.2021.0305 |
| Schlagwörter | Mathematics Instruction; Social Emotional Learning; Grade 9; Algebra; Teaching Methods; Social Justice; Power Structure; Access to Education; Equal Education; Self Concept; Interaction |
| Abstract | The purpose of this article is to show how instruction that supports both mathematical learning (ML) and social and emotional learning (SEL) creates opportunities for equity. In fall 2020, the first author observed the co-authors, Ms. Wong and Mrs. Silverstein, providing instruction that supports ML and SEL in their hybrid ninth-grade algebra 1 class. Such instruction promoted genuine and accessible mathematical discourse. In this article, the authors provide a definition of instruction that supports ML and SEL, a snapshot of such instruction in action, and explanations of how such instruction promotes equity through attention to access, power, identity, and healing. They do so to give other mathematics educators a concrete example of promoting equity as a process (Venet 2021) involving human- and content-oriented elements. (ERIC). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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