LEADER 05545oam 2200757I 450 001 9910452814303321 005 20200520144314.0 010 $a1-61442-218-4 010 $a1-315-85377-9 010 $a1-317-92269-7 010 $a1-317-92270-0 024 7 $a10.4324/9781315853772 035 $a(CKB)2550000001125655 035 $a(EBL)1422401 035 $a(OCoLC)861538434 035 $a(SSID)ssj0001000377 035 $a(PQKBManifestationID)12431799 035 $a(PQKBTitleCode)TC0001000377 035 $a(PQKBWorkID)10960548 035 $a(PQKB)10613396 035 $a(OCoLC)861536878 035 $a(MiAaPQ)EBC1422401 035 $a(Au-PeEL)EBL1422401 035 $a(CaPaEBR)ebr10769171 035 $a(CaONFJC)MIL526295 035 $a(OCoLC)897464937 035 $a(EXLCZ)992550000001125655 100 $a20180706e20132005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMathematics and multi-ethnic students $eexemplary practices /$fYvelyne Germain-McCarthy and Katherine Owens 210 1$aNew York :$cRoutledge,$d2013. 215 $a1 online resource (322 p.) 300 $aFirst published 2005 by Eye on Education. 311 $a1-930556-86-1 311 $a1-299-95044-2 320 $aIncludes bibliographical references (pages 187-196). 327 $aCover; Title Page; Copyright Page; ACKNOWLEDGMENTS; MEET THE AUTHORS; FOREWORD; TABLE OF CONTENTS; 1. INTRODUCTION; Background; Purpose of This Book; The Sensitive Questions; Chapter Overviews; 2. EXEMPLARY PRACTICE: WHAT DOES IT LOOK LIKE?; The Principles and Standards for School Mathematics; The New Basic Skills; Envisioning Reform-based Classroom Environment; Exemplary Practices; 3. ISSUES IN MULTICULTURAL MATHEMATICS EDUCATION; Questions to Ponder; Multicultural Education; Research on the Achievement of Traditionally Underserved Students; Multicultural Education and Euro-Americans 327 $aMulticultural MathematicsNCTM and Multicultural Education.; Teacher Acts Affecting Learning; Further Reflections on the Questions; 4. LYNNE GODFREY: AFRICAN AMERICANS AND THE ALGEBRA PROJECT; Engaging Students; Warm-Up; Group Work; The Winding Game; Discussion between Colleagues; Commentary; Unit Overview: The Chinese Zodiac and the Division Algorithm; 5. GEORGINE ROLDAN: HISPANICS AND HEALTH ISSUES; Day 1 : Engaging Students; Group Work; Day 2: Assessment; Day 3: Healthy Foods Lesson; Discussion among Colleagues; Commentary; Unit Overview: Favorite Menu Items and Health Issues 327 $a6. TIM GRANGER: NATIVE AMERICANS AND INDIRECT MEASUREMENTUnit Overview; Engaging Students; Mathematics Lessons; Discussion between Colleagues; Commentary; Unit Overview: Aiming for the Stars; 7. RENOTE JEAN-FRANC?OIS: HAITIANS AND TECHNOLOGY; Unit Overview; Preparatory Activities; Engaging Students; Assessment; Discussion between Colleagues; Commentary; Unit Overview: The Roamer and the Haitian Revolution; 8. SAMAR SARMINI: MUSLIMS AND INHERITANCE PORTIONS; Engaging Students; Historical Background; Problem Solving; The Algorithm; Application; Discussion between Colleagues; Commentary 327 $aUnit Overview: Discovering the Algorithm for Computing Inheritance Portions9. DIANE CHRISTOPHER: EUROPEAN-AMERICANS AND CULTURES; Overview of Lessons; Engaging the Students; Discussion between Colleagues; Commentary; Unit Overview: Many Cultures under One Quilt; 10. CHARLENE BECKMANN, KARA ROZANSKI, AND TARA PLUMMER: A THREE-WAY SCHOOL/UNIVERSITY COLLABORATION; Preparatory Activities; Engaging Students; Day 1: Runners Take Your Mark; Day 2: The Trodding Tortoise; Day 3: The Hopping Hare; Assessment; Discussion among Colleagues; Commentary; Unit Overview: The Tortoise and the Hare; 11. SUMMARY 327 $aClassroom Strategies That Value Multicultural StudentsRevisiting Questions; Is It True That All Students Can Do Mathematics?; Does Achieving Equity in the Classroom Imply That the Teacher Must Take into Account the Cultural Perspectives of the Students?; How Will We Know If All Students Are Learning Math? Will National Tests Give Us the Information?; Can High-Stakes Tests Promote Equity?; How Valid Are Standardized Tests for English Language Learners?; What Can Classroom Teachers Do?; What Can Teacher Educators Do?; What Can School Administrator Do?; What Can We All Do Together?; Conclusion 327 $aAPPENDIX A: REFORM-BASED CURRICULUM PROJECTS 330 $aThis book puts a spotlight on the practices of teachers across the nation who have implemented effective mathematics instruction for students of different ethnicities. Among the ethnic groups represented are African Americans, Latinos, Native Americans, Haitians, Arab Americans, and Euro-Americans. 606 $aMathematics$xStudy and teaching (Middle school)$zUnited States 606 $aAfrican American students 606 $aHispanic American students 606 $aIndian students$zUnited States 608 $aElectronic books. 615 0$aMathematics$xStudy and teaching (Middle school) 615 0$aAfrican American students. 615 0$aHispanic American students. 615 0$aIndian students 676 $a510/.71/273 700 $aGermain-McCarthy$b Yvelyne$f1948-,$0985323 701 $aOwens$b Katherine$f1942-$0985324 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452814303321 996 $aMathematics and multi-ethnic students$92252065 997 $aUNINA