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El. knyga: Mathematics and Multi-Ethnic Students: Exemplary Practices 2nd edition [Taylor & Francis e-book]

(University of New Orleans, USA)
  • Formatas: 210 pages, 42 Line drawings, black and white; 4 Halftones, black and white; 46 Illustrations, black and white
  • Išleidimo metai: 25-May-2017
  • Leidėjas: Routledge
  • ISBN-13: 9781315639109
  • Taylor & Francis e-book
  • Kaina: 180,03 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standartinė kaina: 257,19 €
  • Sutaupote 30%
  • Formatas: 210 pages, 42 Line drawings, black and white; 4 Halftones, black and white; 46 Illustrations, black and white
  • Išleidimo metai: 25-May-2017
  • Leidėjas: Routledge
  • ISBN-13: 9781315639109

Mathematics and Multi-Ethnic Students provides detailed profiles of teachers across the nation who has implemented effective mathematics instruction for diverse student populations. In this revised edition, Yvelyne Germain-McCarthy expands upon the popular case studies and adds two new chapters to highlight the latest educational research and practices that are reflected in the case studies. A third new chapter introduces the concept of The Life Long Learning Laboratory where courageous questions on issues such as the impact of race on student learning are discussed, and reflections on possible solutions are encouraged.

Featuring useful framing tools including the Discussion with Colleagues and Commentary sections, Mathematics and Multi-Ethnic Students translates concrete instances of access and equity into generalized problem-solving methods for promoting ethnic diversity across grade levels. An important resource for pre-service and in-service educators, researchers, administrators and policy makers, this volume highlights the work of teachers who have gone beyond mere awareness of reform recommendations in mathematics instruction. By uniting the goals of multicultural education with those of the mathematics curriculum, educators will learn to conceptualize and implement best practices for effective, equitable teaching and learning of mathematics for our students.

About the Author ix
Foreword x
Acknowledgments xi
1 Introduction
1(4)
Background
1(1)
Purpose of This Book
2(1)
The Sensitive Questions
2(1)
Chapter Overviews
3(2)
2 Trends and Issues Leading to Standards-Based Reform
5(18)
Constructivism
5(1)
NCTM Standards: Building the Foundations for Reform, 1989--2009
6(1)
NCTM's Quest for a Coherent Curriculum
7(1)
The Third International Mathematics Study
7(1)
Trends in International Mathematics and Science Study
8(1)
Program for International Student Assessment (PISA)
8(1)
Grit and Productive Struggle
9(1)
Common Core State Standards
9(1)
Common Core State Standards for Mathematics
10(1)
CCSSM Content Standards
10(1)
Procedural Skills and CCSSM
10(1)
Standards for Mathematical Practices
11(2)
Principles to Action: Ensuring Mathematical Success for All
13(1)
Guiding Principles for School Mathematics
13(1)
The Mathematics Teaching Practices
14(1)
Special Student Populations
15(1)
Assessing National State Standards
16(1)
NCTM Position on High-Stakes Assessment
16(1)
Math Wars II
17(2)
Standards-Based Documents as Living Documents
19(1)
Online Standards-Based Resources
19(1)
Principles to Action Tools
20(3)
3 Exemplary Practice: What Does It Look Like?
23(12)
Envisioning a Standards-Based Classroom Environment
25(1)
Example One: Reformed-Based Instruction?
25(4)
Example Two: Traditional Instruction?
29(1)
Transitioning to the NCTM Principles/CCSS Practices
29(1)
Exemplary Practices for Students with Special Needs
30(1)
Best Societal Practices for Implementing Standards-Based Strategies
31(3)
Resources
34(1)
4 Issues in Multicultural Mathematics Education
35(15)
Questions to Ponder
35(2)
Embracing Diversity
37(1)
Culture
37(1)
Multicultural Education
37(1)
Program Ethnomathematics
38(1)
Achievement of Traditionally Underserved Students
38(1)
The Achievement Gap
39(1)
The Opportunity and Educational Debt
39(1)
Multicultural Education and Euro-Americans
40(1)
Further Reflections on the Questions
41(6)
Culturally Sustaining/Revitalizing Pedagogy
47(2)
Resources
49(1)
5 Lynne Godfrey: African Americans and the Algebra Project
50(18)
Engaging Students
51(1)
Warm-Up
51(3)
Group Work
54(2)
The Winding Game
56(3)
Discussion between Colleagues
59(3)
Update on Lynne
62(1)
Commentary
63(2)
Unit Overview: The Chinese Zodiac and the Division Algorithm
65(2)
Resources
67(1)
6 Georgine Roldan: Hispanics and Health Issues
68(17)
Engaging Students
69(1)
Group Work
70(1)
Group 1
70(1)
Group 2
70(1)
Group 3
70(1)
Group 4
70(1)
Group 5
71(1)
Assessment
72(1)
Rubric
73(1)
Healthy Foods Lesson
73(3)
Discussion between Colleagues
76(3)
Update on Georgine
79(1)
Commentary
80(2)
Unit Overview: Favorite Menu Items and Health Issues
82(1)
Resources
83(2)
7 Tim Granger: Native Americans and Rocketry
85(14)
Engaging Students
86(1)
Launching the Lesson
86(5)
Discussion between Colleagues
91(2)
Update on Tim
93(1)
Commentary
94(2)
Unit Overview: Aiming for the Stars
96(2)
Resources
98(1)
8 Renote Jean-Francois: Haitians and Problem Solving
99(17)
Engaging Students
100(4)
Group 1
104(1)
Group 2
104(1)
Group 3
104(2)
Assessment
106(1)
Discussion between Colleagues
107(2)
Update on Renote
109(1)
Commentary
110(3)
Unit Overview: The Roamer and the Haitian Revolution
113(1)
Resources
114(2)
9 Samar Samini: Muslims and Inheritance Portions
116(16)
Engaging Students
117(8)
Discussion between Colleagues
125(1)
Update on Samar
126(1)
Commentary
127(2)
Unit Overview: Multiplication of Fractions Using Paper Folding
129(2)
Resources
131(1)
10 Diane Christopher: Euro-Americans and Quilts
132(16)
Overview of Lessons
133(1)
Engaging Students
133(8)
Discussion between Colleagues
141(2)
Update on Diane
143(1)
Commentary
143(2)
Unit Overview: Many Cultures under One Quilt
145(2)
Resource
147(1)
11 Charlene Beckmann, Kara Stahl, and Tara Maynard: The Tortoise and the Hare
148(21)
Preparatory Activities
148(1)
Engaging Students
149(1)
Day 1 Runners, Take Your Mark
149(5)
Day 2 The Trodding Tortoise
154(3)
Day 3 The Hopping Hare
157(3)
Assessment
160(1)
Discussion between Colleagues
160(2)
Update on Char, Tara, and Kara
162(1)
Commentary
163(2)
Unit Overview: The Tortoise and the Hare
165(3)
Resources
168(1)
12 Life-Long Learning Laboratory: L4
169(19)
Life-Long Learning Laboratory
169(1)
Life-Long Learning Laboratory Issues/Questions
170(16)
L4:
Chapter 1 Racism
170(2)
L4:
Chapter 2 Equality and Quality of Curriculum: Math Wars II
172(3)
L4:
Chapter 3 Brilliant Children in Mathematics
175(1)
L4:
Chapter 4 Teacher Preparation
176(1)
L4:
Chapter 4 The Achievement Gap/Education Debt/Opportunity to Learn
177(3)
L4:
Chapter 4 Katrina and Equitable Schools in New Orleans
180(6)
Lesson Study Resources
186(2)
13 Summary
188(2)
Bibliography 190
Yvelyne Germain-McCarthy is Professor Emerita of mathematics education at the University of New Orleans, where she has directed and taught the elementary and secondary mathematics methods courses for graduate and undergraduate students. She currently serves as a consultant to universities and school districts on mathematics professional development.