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This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students' sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings.
List of contents
Preface.- Foreword: Discourse and equity: the simultaneous challenge of epistemological and social access: Jill Adler.- 1. Inherent connections between discourse and equity in mathematics classrooms: David Wagner, Beth Herbel-Eisenmann and Jeffrey Choppin.- Part A: Equity Concerns Draw Attention to Discourse.- 2. Context matters: how should we conceptualize equity in mathematics education?: Rochelle Gutiérrez .- 3. Exploring scholastic mortality among working-class and Indigenous students : Robyn Jorgensen .- 4. Mathematics learning in groups: analysing equity within an activity structure: Indigo Esmonde.- 5. Aiming for equity in ethnomathematics research: David Wagner and Lisa Lunney Borden.- 6. How equity concerns lead to attention to mathematical discourse: Judit Moschkovich.- Part B: Attention to Discourse Highlights Equity Concerns.- 7. Linguistic tools for exploring issues of equity: Mary Schleppegrell.- 8. Mathematics in multilingual classrooms in South Africa: from understanding the problem to exploring possible solutions: Mamokgethi Setati.- 9. Discursive demands and equity in second language mathematics classrooms: Richard Barwell.- 10. A discourse of telling and professional equity: Beth Herbel-Eisenmann.- 11. Studying discourse implies studying equity: Candia Morgan.- Part C: Implications and Policy.- 12. Equity, mathematics reform and policy: the dilemma of 'opportunity to learn': Donna Harris and Celia Anderson.- 13. Educational policy and classroom discourse practices: tensions and possibilities: Jeffrey Choppin, David Wagner and Beth Herbel-Eisenmann.- Afterword: Six Post-its in Search of an Author: David Pimm.- References.- Contributing Authors.- Index.
About the author
Beth Herbel-Eisenmann serves on the Editorial Board of the Journal for Research in Mathematics Education, the Board of Directors for the Association of Mathematics Teacher Educators (AMTE), and the International Advisory Board of Mathematics Education and Society conference. In 2010, she was selected for the Early Career Award for the AMTE.
Jeffrey Choppin won the Presidential Award for Excellence in Mathematics and Science Teaching in 1995 and has served as Chair of the editorial panel for the Mathematics Teacher journal.
David Wagner currently serves on the board of directors of For the Learning of Mathematics and as a member of the Nonkilling Science and Technology Research Committee. He has served on the steering committee for the Psychology of Mathematics Education, North American Chapter.
In June 2010, when he retired, David Pimm was made professor emeritus at the University of Alberta, Canada and was editor of For the Learning of Mathematics for six years.
Summary
This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students’ sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings.
