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Developing Awareness Around Language Practices in the Elementary Bilingual Mathematics Classroom 小学双语数学课堂语言实践意识的培养
Journal of Urban Mathematics Education Pub Date : 2022-12-14 DOI: 10.21423/jume-v15i2a462
G. Krause, Melissa Adams-Corral, Luz A. Maldonado Rodríguez
{"title":"Developing Awareness Around Language Practices in the Elementary Bilingual Mathematics Classroom","authors":"G. Krause, Melissa Adams-Corral, Luz A. Maldonado Rodríguez","doi":"10.21423/jume-v15i2a462","DOIUrl":"https://doi.org/10.21423/jume-v15i2a462","url":null,"abstract":"This study contributes to efforts to characterize teaching that is responsive to children’s mathematical ideas and linguistic repertoire. Building on translanguaging, defined in this article as a pedagogical practice that facilitates students’ expression of their understanding using their own language practices, and on the literature surrounding children’s mathematical thinking, we present an example of a one-onone interview and of the circulating portion of a mathematics class from a secondgrade classroom. We use these examples to foreground instructional practices, forresearchers and practitioners, that highlight a shift from a simplified view of conveying mathematics as instruction in symbology and formal manipulation to a more academically ample discussion of perspectives that investigate critically both mathematical concepts and their modes of transmission, which involve language practices, that are crucial for educating bilingual children.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49482600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Teaching Mathematics and Science Through a Social Justice Lens 从社会公正的角度谈数学与科学教学
Journal of Urban Mathematics Education Pub Date : 2022-12-14 DOI: 10.21423/jume-v15i2a406
Roland G Pourdavood, Meng Yan
{"title":"Teaching Mathematics and Science Through a Social Justice Lens","authors":"Roland G Pourdavood, Meng Yan","doi":"10.21423/jume-v15i2a406","DOIUrl":"https://doi.org/10.21423/jume-v15i2a406","url":null,"abstract":"Abstract\u0000Teaching mathematics and science embedded in social justice is not a familiar concept for many teachers, especially pre-service teachers. This qualitative, descriptive, and interpretative study examines the experiences and reflections of 26 middle grade and secondary pre-service mathematics and science teachers on teaching and learning mathematics and science through the social justice lens as they took a semester-long course concurrently with their student-teaching. The primary research question was, “How may a semester-long course focusing on teaching and learning mathematics and science with social justice awareness provide pre-service teachers with opportunities to reflect on and change their teaching practices?” Data included researchers’ field notes and participating pre-service teachers’ verbal discussions, written reflections, and classroom presentations. The findings suggest that teaching mathematics and science in the context of social justice enhanced the pre-services teachers’ awareness of educational opportunity and equity. The findings also indicate teaching mathematics and science from the social justice perspective requires a paradigm shift in teaching and learning. Furthermore, the study exposes the limitations of the current school structure and culture for meaningful learning, the limitations of existing curricula and state-mandated texts, and the lack of adequate resources in teaching mathematics and science in social justice contexts.\u0000 ","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48547376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Conversation About Rethinking Criteria for Qualitative and Interpretive Research 关于重新思考定性和解释性研究标准的对话
Journal of Urban Mathematics Education Pub Date : 2021-12-21 DOI: 10.21423/jume-v14i2a403
Melva R. Grant, Y. Lincoln
{"title":"A Conversation About Rethinking Criteria for Qualitative and Interpretive Research","authors":"Melva R. Grant, Y. Lincoln","doi":"10.21423/jume-v14i2a403","DOIUrl":"https://doi.org/10.21423/jume-v14i2a403","url":null,"abstract":"This editorial shares a conversation about qualitative and interpretive research quality between friends. Dr. Yvonna Lincoln, University Distinguished Professor Emerita at Texas A&M University, has been a pioneer in the field of qualitative and interpretive inquiry research. The purpose of this paper is to share Yvonna Lincoln’s contemporary thinking about quality criteria for qualitative and interpretive inquiry research and to make it available to mathematics educators who conduct qualitative research in urban settings.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43165612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Translanguaging to Persevere Is Key for Latinx Bilinguals' Mathematical Success 坚持译语是拉丁双语者数学成功的关键
Journal of Urban Mathematics Education Pub Date : 2021-12-21 DOI: 10.21423/jume-v14i2a390
Joseph DiNapoli, Hector Morales
{"title":"Translanguaging to Persevere Is Key for Latinx Bilinguals' Mathematical Success","authors":"Joseph DiNapoli, Hector Morales","doi":"10.21423/jume-v14i2a390","DOIUrl":"https://doi.org/10.21423/jume-v14i2a390","url":null,"abstract":"Recent reform efforts state the importance of providing students with opportunities to persevere with challenging mathematics to make meaning. We posit translanguaging practice as a vital option by which Latinx bilingual students can sustain collective perseverance during problem solving. In this paper, we employ a constant-comparative overlay analysis to simultaneously study the discursive translanguaging and perseverance practices of Latinx bilingual students and the corresponding classroom supports. We observed collaborative problem solving in two classrooms of 12th-grade Latinx bilinguals working to make sense of an exponential function and the involvement of the same monolingual English-speaking teacher. Working within similar, supportive classroom environments, we describe how one group of students spontaneously and dialogically leveraged communicative resources to help persevere with in-the-moment obstacles, while another group of students worked together across languages but did not engage in a translanguaging mathematical practice to persevere. We suggest that only establishing a classroom environment conducive for translanguaging and perseverance practice is insufficient and that teachers should not solely rely on students spontaneously engaging in these practices. To complement this environment, we recommend specific teacher moves and scaffolds that could help Latinx bilingual students initiate collaborative translanguaging and support their ongoing perseverance to make meaning of mathematics.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47834668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Urban Mathematics Education Research 城市数学教育研究
Journal of Urban Mathematics Education Pub Date : 2021-12-21 DOI: 10.21423/jume-v14i2a425
Christopher H. Dubbs
{"title":"Urban Mathematics Education Research","authors":"Christopher H. Dubbs","doi":"10.21423/jume-v14i2a425","DOIUrl":"https://doi.org/10.21423/jume-v14i2a425","url":null,"abstract":"As Foucault’s ironic approach to history is to suggest that looking at our past can help us to change the future, I contend that connections make the best disruptions. To wit, I introduce citation networks to make connections between articles and citations as a way of disrupting assumptions about what has been and can be done in the name of mathematics education research. The purpose of this paper is to introduce citation networks, a novel method for identifying field connections, and a theory of spatiality that deploys the metaphors of bubbles and foams to imagine disruptions. After introducing the method and theory that guide this investigation, I introduce and describe the foams of the research published in the Journal for Research in Mathematics Education and Educational Studies in Mathematics during the 2010s. In doing so, I show what topics of inquiry constitute the dominant research foci of our field, or at least of our field as it is published in these mainstream mathematics education journals. Later, I read these maps with a critical lens towards the foci to discern what is marginalized and excluded, namely the urban. This research builds on earlier work that names the ghettoization of urban mathematics education research and provides a critical interrogation of the ways that urban research is marked and marginalized within dominant mathematics education research journals. I conclude by situating the role of the Journal of Urban Mathematics Education as a place to blow bubbles, a place to reconfigure what we can see, say, think, and do in the name of (urban) mathematics education research.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42499437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Leveling the Playing Field 公平竞争
Journal of Urban Mathematics Education Pub Date : 2021-12-21 DOI: 10.21423/jume-v14i2a424
Jami Friedrich, Tynetta Jenkins
{"title":"Leveling the Playing Field","authors":"Jami Friedrich, Tynetta Jenkins","doi":"10.21423/jume-v14i2a424","DOIUrl":"https://doi.org/10.21423/jume-v14i2a424","url":null,"abstract":"As a White cis-gender woman and an African American cis-gender woman who are educators and emerging scholars in the field of science, technology, engineering, and mathematics (STEM) education, we come together to review Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation by Ebony Omotola McGee. This book review is based on our understanding of the inequities in the field of STEM education and the effects of these inequities on mathematics education. We invite the reader to join us in this conversation of recognizing the hardships and embracing the success of underrepresented racialized minority students in mathematics and other fields of STEM.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43200647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Indigenous Struggle With Mathematics Education in the New Zealand Context 新西兰本土数学教育的斗争
Journal of Urban Mathematics Education Pub Date : 2021-12-21 DOI: 10.21423/jume-v14i2a386
B. Tweed
{"title":"Indigenous Struggle With Mathematics Education in the New Zealand Context","authors":"B. Tweed","doi":"10.21423/jume-v14i2a386","DOIUrl":"https://doi.org/10.21423/jume-v14i2a386","url":null,"abstract":"In this article, the learning of conventional curriculum mathematics in one Indigenous Māori school in Aotearoa/New Zealand is conceptualized as a site of ontological struggle. The major finding of a research project which analyzed extensive ethnographicdata gathered in partnership with this school identified an ontological disjunction between curriculum mathematics education and the ethos of the school. This disjunction can be related to the complex and emergent phenomenon in Aotearoa/New Zealand of Indigenous schools in neoliberal, capitalist urban conditions.Centering the ontological commitments of the Māori school challenges the ontological hegemony of curriculum mathematics education and points to a consideration of the possibilities of forms of contemporary mathematical education based on Indigenousontologies. Embedded in the discussion is a consideration of the ethical position of non-Indigenous researchers working in Indigenous contexts.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48528484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Antiracist Work in Mathematics Classrooms 数学课堂中的反种族主义工作
Journal of Urban Mathematics Education Pub Date : 2021-11-18 DOI: 10.21423/jume-v14i1ba410
Dan Battey, Monique A. Coleman
{"title":"Antiracist Work in Mathematics Classrooms","authors":"Dan Battey, Monique A. Coleman","doi":"10.21423/jume-v14i1ba410","DOIUrl":"https://doi.org/10.21423/jume-v14i1ba410","url":null,"abstract":"Uprisings against police violence have placed the institution of policing front and center in conversations about societal change. In our work with activists, we have engaged in collecting and analyzing public records data to inform community organizing for change. In this editorial we discuss how to obtain, interpret, and analyze public records on policing as a way to support educators and youth to investigate policing in their own communities. Specifically, we discuss how to embed this work in Youth Participatory Action Research as a way to respond to youth concerns about their community in a way that leads to action. Briefly, we illustrate how this occurred in one classroom in an urban school where students made meaningful connections between their analyses of local police data and their personal experiences with racially disparate policing, which led some students to become change agents in their communities. This work demonstrates the simultaneous cultivation of youth engagement with mathematics and activism.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41530883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Does That Count? 这算吗？
Journal of Urban Mathematics Education Pub Date : 2021-11-18 DOI: 10.21423/jume-v14i1ba444
Gloria Ladson-Billings
{"title":"Does That Count?","authors":"Gloria Ladson-Billings","doi":"10.21423/jume-v14i1ba444","DOIUrl":"https://doi.org/10.21423/jume-v14i1ba444","url":null,"abstract":"Many mathematics educators feel that their work is not amenable to questions of diversity, equity, or justice. However, this article argues that “numbers” are not neutral. What we count and how we count are directly related to basic issues of human difference and social disparity. It also argues that mathematics knowledge and skills are fundamental to civic participation and engagement. Mathematics educators do have a stake in helping us achieve equitable social outcomes.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42758615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
I, Too, Am America! 我也是美国人!
Journal of Urban Mathematics Education Pub Date : 2021-05-27 DOI: 10.21423/JUME-V14I1A426
Imani Goffney, J. Leonard, C. Lewis
{"title":"I, Too, Am America!","authors":"Imani Goffney, J. Leonard, C. Lewis","doi":"10.21423/JUME-V14I1A426","DOIUrl":"https://doi.org/10.21423/JUME-V14I1A426","url":null,"abstract":"The authors introduce the articles in this special issue of JUME, which address the current social and political climate of the United States and how this relates to mathematics education.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44180906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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