Mathematics Teaching and Learning in K-12: Equity and Professional Development

244 Pages·2010·1.478 MB·English

by  Mary Q. Foote (eds.)

Mathematics Teaching and Learning in K-12
Mathematics Teaching and
Learning in K-12
Equity and Professional Development
Edited by
Mary Q. Foote
MATHEMATICS TEACHING AND LEARNING IN K-12
Copyright © Mary Q. Foote, 2010.
Softcover reprint of the hardcover 1st edition 2010 978-0-230-62239-5
All rights reserved.
First published in 2010 by
PALGRAVE MACMILLAN®
in the United States—a division of St. Martin’s Press LLC,
175 Fifth Avenue, New York, NY 10010.
Where this book is distributed in the UK, Europe and the rest of the world,
this is by Palgrave Macmillan, a division of Macmillan Publishers Limited,
registered in England, company number 785998, of Houndmills,
Basingstoke, Hampshire RG21 6XS.
Palgrave Macmillan is the global academic imprint of the above companies
and has companies and representatives throughout the world.
Palgrave® and Macmillan® are registered trademarks in the United States,
the United Kingdom, Europe and other countries.
ISBN 978-1-349-38413-6 ISBN 978-0-230-10988-9 (eBook)
DOI 10.1057/9780230109889
Library of Congress Cataloging-in-Publication Data
Mathematics teaching and learning in K-12 : equity and professional
development / edited by Mary Q. Foote.
p. cm.
Includes bibliographical references.
ISBN 978-0-230-62239-5 (alk. paper)
1. Mathematics—Study and teaching—United States. 2. Multicultural
education—United States. 3. Educational equalization—United States.
I. Foote, Mary Q.
QA13.M369 2010
510.71(cid:2)073—dc22 2009049124
A catalogue record of the book is available from the British Library.
Design by Newgen Imaging Systems (P) Ltd., Chennai, India.
First edition: July 2010
10 9 8 7 6 5 4 3 2 1
This book is dedicated to the scholars who were pioneers in bringing an equity
lens to the field of mathematics education. They have played a significant
role for me and for the other authors of this volume. It is upon their work that
ours is built, as we acknowledge in our numerous citations of their valuable
scholarship.
C O N T E N T S
Preface ix
Acknowledgments xi
Introduction 1
Mary Q. Foote
Part I Who is Participating in the Professional
Development?: Examining the Trajectories of
Teacher Engagement
1 Bilingual Elementary Teachers’ Reflections on
Using Students’ Native Language and Culture to
Teach Mathematics 7
Sylvia Celedón-Pattichis, Sandra I. Musanti,
and Mary E. Marshall
2 Centering the Teaching of Mathematics on Students:
Equity Pedagogy in Action 25
Laurie H. Rubel
3 The Power of One: Teachers Examine Their Mathematics
Teaching Practice by Studying a Single Child 41
Mary Q. Foote
4 Pursuing “Diversity” as an Issue of Teaching Practice in
Mathematics Teacher Professional Development 59
Ann Ryu Edwards
5 Teacher Positioning and Equitable Mathematics Pedagogy 77
Anita A. Wager
viii Contents
6 Math Is More Than Numbers: Forging Connections
among Equity, Teacher Participation, and Professional
Development 93
Carolee Koehn
7 Using Artifacts to Engage Teachers in Equity-based
Professional Development: The Journey of One Teacher 111
Kristine M. Ho
Commentary: Part I 129
Kyndall Brown and Megan Franke
Part II What Tools Have Proved Effective?:
Examining Effective Resources and Vehicles for
Addressing the Needs of Teachers and Their Students
8 Building Community and Relationships that
Support Critical Conversations on Race: The Case of
Cognitively Guided Instruction 137
Dan Battey and Angela Chan
9 Status and Competence as Entry Points into Discussions
of Equity in Mathematics Classrooms 151
Victoria M. Hand, Jessica Quindel, and Indigo Esmonde
10 Creating “Constructive Opportunities”: A “How” to
Embracing Students’ Mathematical Conceptions 167
Vanessa R. Pitts Bannister, Gina J. Mariano,
and Carla D. Hall
11 Using Lesson Study as a Means to Support Teachers in
Learning to Teach Mathematics for Social Justice 181
Tonya Gau Bartell
12 Keeping the Mathematics on the Table in Urban
Mathematics Professional Development: A Model that
Integrates Dispositions toward Students 199
Joi Spencer, Jaime Park, and Rossella Santagata
Commentary: Part II 219
Megan Franke and Kyndall Brown
References 225
Notes on Contributors 239
P R E F A C E
Contributions for this volume were initially solicited from among cur-
rent and former fellows of the Diversity in Mathematics Education,
Center for Teaching and Learning (DiME/CLT), funded by the
National Science Foundation. One goal of the center was to develop
researchers who will focus their research agendas on the important
problem of addressing equity and diversity concerns within mathe-
matics education. Through DiME many of the authors of chapters in
this volume came together to be part of a project whose goals also
included a focus on the professional development of teachers of mathe-
matics, taking into consideration the issues of equity and diversity that
affect their teaching.
DiME has a history of collaborative work and has already engaged
in important scholarly activities. After two years of collaboration dedi-
cated to studying issues framed by the question of why particular groups
of students (i.e., poor students, students of color, English learners) fail
in school mathematics in comparison with their White (and sometimes
Asian) peers, DiME presented a symposium at an Annual Meeting
of the American Educational Research Association (DiME, 2005).
This was followed by the writing of a chapter in the recently pub-
lished Second Handbook of Research on Mathematics Teaching and Learning
(DiME, 2007).
Many former DiME fellows are now professors at a variety of uni-
versities across the United States, and in many cases, they have teamed
with other researchers, practitioners, and graduate students of their own
to produce chapters in this volume. In addition, they have forged links
with other researchers at their new universities or whom they have met
while working on other projects. Some of those researchers have also
contributed to this book. The volume, thus, represents the collective
x Preface
efforts of a group of people who began working together (and have
begun to extend that working group) to frame a common problem and
to engage in research to suggest solutions to that problem.
Mary Q. Foote
New York City
A C K N O W L E D G M E N T S
Many of the contributors to this volume owe a particular debt of grat-
itude to the National Science Foundation through its funding of the
Diversity in Mathematics Education, Center for Learning and Teaching
(DiME/CLT). More specifically, the research reported on in the
chapters by Bannister, Mariano, and Hall; Bartell; Battey and Chan;
Edwards; Foote; Ho; Koehn; and Wager and the portion of Chapter 9
reporting on the research of Hand is based upon work supported by
the National Science Foundation under Grant ESI-0119732 awarded to
the DiME/CLT. The research reported on in the chapter by Celedón-
Pattichis, Musanti, and Marshall is based upon work supported by the
National Science Foundation under Grant ESI-0424983 awarded to
the Center for the Mathematics Education of Latinas/os, Center for
Learning and Teaching (CEMELA/CLT). The research reported on
in the chapter by Rubel is based upon work supported by the Knowles
Science Teaching Foundation and the National Science Foundation
under Grants 0742614, 0119732, and 0333753. The research reported on
in the chapter by Spencer, Park, and Santagata is based upon work sup-
ported by the Institute of Educational Sciences (IES, Teacher Quality
Program) under Grant R305M030154. Any opinions, findings, and
conclusions or recommendations expressed in this volume are those
of the authors and do not necessarily reflect the views of the funding
organizations.
In addition to the National Science Foundation and the other fund-
ing organizations, there are others I would like to acknowledge. The
three principal investigators of the DiME/CLT, Tom Carpenter (my
dissertation advisor, to whom I am especially grateful), Megan Franke,
and Alan Schoenfeld, have nurtured and supported many of us in our
academic careers; to them all I am very grateful. More generally, I
would like to thank the members of the DiME collaborative from