LEADER 04089nam 2200445 450 001 9910819869603321 005 20230803043909.0 010 $a0-87353-856-0 035 $a(CKB)4940000000602416 035 $a(MiAaPQ)EBC6564283 035 $a(Au-PeEL)EBL6564283 035 $a(OCoLC)1249471263 035 $a(EXLCZ)994940000000602416 100 $a20220602d2013 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe impact of identity in K-8 mathematics learning and teaching $erethinking equity-based practices /$fJulia Aguire, Karen Mayfield-Ingram 210 1$aReston, VA :$cThe National Council of Teachers of Mathematics, Inc.,$d[2013] 210 4$dİ2013 215 $a1 online resource (136 pages) 311 $a0-87353-689-4 330 $aEach teacher and student brings many identities to the classroom. What is their impact on the student's learning and the teacher's teaching of mathematics?This book invites K-8 teachers to reflect on their own and their students' multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices:Going deep with mathematics Leveraging multiple mathematical competencies Affirming mathematics learners' identities Challenging spaces of marginality Drawing on multiple resources of knowledge Special features of the book:Classroom vignettes, lessons, and assessments showing equity-based practices Tools for teachers' self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u Suggestions for partnering with parents and community organizations End-of-chapter discussion questions About the Authors:Julia Maria Aguirre is assistant professor of education at the University of Washington-Tacoma. Her work focuses on mathematics teaching and learning, teacher education, and culturally responsive mathematics pedagogy, with a primary goal of strengthening access and advancement in mathematics education for historically marginalized youth. The National Science Foundation, Carnegie Foundation, and Spencer Foundation have funded her work.Karen Mayfield-Ingram is associate director for the EQUALS programs at the Lawrence Hall of Science at the University of California, Berkeley. Her work focuses on mathematics 330 8 $aand equity professional development, teacher leadership, and parent involvement. She is the author of The Journey--Through Middle School Math(EQUALS, 2005) and co-editor of the EQUALS Middle School Investigations series.Danny Bernard Martin is professor of education and mathematics at the University of Illinois at Chicago. His research focuses on understanding the salience of race and identity in black children's mathematical experiences. He is the author of Mathematics Success and Failure among African Youth(Erlbaum, 2000), editor of Mathematics Teaching, Learning, and Liberation in the Lives of Black Children(Routledge, 2009), and co-editor of The Brilliance of Black Children in Mathematics: Beyond the Numbers and Toward New Discourse(Information Age, 2013). 606 $aMathematics$xStudy and teaching (Elementary)$zUnited States 606 $aEducational equalization$zUnited States 615 0$aMathematics$xStudy and teaching (Elementary) 615 0$aEducational equalization 676 $a372.7 700 $aAguire$b Julia$01662513 702 $aMayfield-Ingram$b Karen 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910819869603321 996 $aThe impact of identity in K-8 mathematics learning and teaching$94019260 997 $aUNINA LEADER 02374oas 2200949 a 450 001 9910144804203321 005 20251106213014.0 011 $a2041-9015 035 $a(DE-599)ZDB2050819-0 035 $a(OCoLC)719925499 035 $a(CONSER) 2024223413 035 $a(CKB)991042732633142 035 $a(EXLCZ)99991042732633142 100 $a19920612a19909999 uy a 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aPapers from the Institute of Archaeology $ePIA /$fUniversity College, London 210 $a[London] $c[Institute of Archaeology, University College, London]$d[1990]- 215 $a1 online resource 300 $aRefereed/Peer-reviewed 311 08$a0965-9315 517 3 $aPIA 531 0 $aPap. 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