Equity-Directed Instructional Practices: Beyond the Dominant Perspective

Autor/in	Rubel, Laurie H.
Titel	Equity-Directed Instructional Practices: Beyond the Dominant Perspective
Quelle	In: Journal of Urban Mathematics Education, 10 (2017) 2, S.66-105 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-2612
Schlagwörter	Educational Practices; Case Studies; Mathematics Instruction; Culturally Relevant Education; Social Justice; Models; Urban Schools; Secondary School Mathematics; Secondary School Teachers; Mathematics Teachers; African American Students; Hispanic American Students; Females; Whites; Minority Group Students; Cultural Awareness; Teacher Education; Mathematical Concepts; Student Experience; Disproportionate Representation; Faculty Development; Observation; Interviews + Suchen Sie Ihr Suchwort? Bildungspraxis; Case study; Fallstudie; Case Study; Mathematics lessons; Mathematikunterricht; Soziale Gerechtigkeit; Analogiemodell; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Weibliches Geschlecht; White; Weißer; Cultural identity; Kulturelle Identität; Lehrerausbildung; Lehrerbildung; Studienerfahrung; Beobachtung; Interviewing; Interviewtechnik
Abstract	In this article, the author synthesizes four equity-directed instructional practices: standards-based mathematics instruction, complex instruction, culturally relevant pedagogy (CRP), and teaching mathematics for social justice (TMfSJ). The author organizes these practices according to the dominant and critical axes in Gutiérrez's (2007a) equity framework. Among 12 teachers from 11 schools in a large urban school district, the author presents case studies of 3 teachers who excelled with the aforementioned dominant equity-directed practices but struggled with the critical practices of connecting to students' experiences called for in CRP and critical mathematics called for in TMfSJ. The analysis explicitly explores the role of whiteness in these struggles. The author presents implications and recommendations for mathematics teacher education on how to better support teachers for equitable teaching that includes these critical equity-directed practices. (As Provided).
Anmerkungen	Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: jumeinfo@gsu.edu; Web site: http://ed-osprey.gsu.edu/ojs/index.php/JUME/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01