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[null,"1.","Record Nr.",null,"UNINA9910795360303321"]
[null,null,"Autore",null,"Aguire Julia"]
[null,null,"Titolo",null,"The impact of identity in K-8 mathematics learning and teaching : rethinking equity-based practices / / Julia Aguire, Karen Mayfield-Ingram"]
[null,null,"Pubbl/distr/stampa",null,"Reston, VA : , : The National Council of Teachers of Mathematics, Inc., , [2013]"]
[{"$nulls":4},"©2013"]
[null,null,"ISBN",null,"0-87353-856-0"]
[null,null,"Descrizione fisica",null,"1 online resource (136 pages)"]
[null,null,"Disciplina",null,"372.7"]
[null,null,"Soggetti",null,"Mathematics - Study and teaching (Elementary) - United States"]
[{"$nulls":4},"Educational equalization - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","Each 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 "]
[{"$nulls":4},"learning, teacher education, and culturally responsive mathematics pedagogy, with a primary goal of strengthening access and advancement in mathematics education for historically marginalized youth. The National Science Foundation, Carnegie Foundation, and Spencer Foundation have funded her work.Karen Mayfield-Ingram is associate director for the EQUALS programs at the Lawrence Hall of Science at the University of California, Berkeley. Her work focuses on mathematics"]
[{"$nulls":4},"and 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)."]
[null,"2.","Record Nr.",null,"UNINA9910484905403321"]
[null,null,"Titolo",null,"Teaching History for the Contemporary World : Tensions, Challenges and Classroom Experiences in Higher Education / / edited by Adele Nye, Jennifer Clark"]
[null,null,"Pubbl/distr/stampa",null,"Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2021"]
[null,null,"ISBN",null,"9789811602474"]
[{"$nulls":4},"9811602476"]
[null,null,"Edizione",null,"[1st ed. 2021.]"]
[null,null,"Descrizione fisica",null,"1 online resource (255 pages)"]
[null,null,"Disciplina",null,"907.11"]
[null,null,"Soggetti",null,"Education, Higher"]
[{"$nulls":4},"Education - Curricula"]
[{"$nulls":4},"Learning, Psychology of"]
[{"$nulls":4},"Educational sociology"]
[{"$nulls":4},"History"]
[{"$nulls":4},"Higher Education"]
[{"$nulls":4},"Curriculum Studies"]
[{"$nulls":4},"Instructional Psychology"]
[{"$nulls":4},"Sociology of Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"1 Diversity in the discipline: Teaching history for the contemporary world -- Section The Academic World -- 2 The theory: Intellectual origins of the social justice agenda in history -- 3 The academy: Challenges for teaching history amid structural racism -- 4 The curriculum: Decolonising the curriculum -- 5 The students: Foregrounding difference -- Section 2 Ways of teaching -- 6 Perspective: Teaching indigenous history -- 7 Immersion: Study tours and international cross-cultural understanding -- 8 Technology: New data, new questions -- 9 Empathy: The importance of emotion -- Section 3 Contemporay tensins -- 10 Gender and intersectionality -- 11 Refugees and migration -- 12 Globalisation -- 13 Environment -- 14 Ethics -- 15 Citizenship -- Section 4 Legacy of their learning -- 16 Employability -- 17 The student experience."]
[null,null,null,"Sommario/riassunto","This book brings together history educators from Australia and around the world to tell their own personal stories and how they approach "]
[{"$nulls":4},"teaching history in the context of contemporary tensions in the classroom. It encourages historians to think actively about how history in the classroom can play a role in helping students to make sense of their world and to act honourably within it. The contributors come from diverse backgrounds and include experienced history educators and early career academics. They showcase both a mix of approaches and democratize and decolonize the academy. The book blends theory and practice. It reflects on what is happening in the classroom and supports the discipline to understanding itself better, to improve upon its practices and to engage in academic discussion about the responsibility of teaching in the contemporary world."]