National Council of Teachers of Mathematics Yearbook 1997: Table of Contents PDF
Preview National Council of Teachers of Mathematics Yearbook 1997: Table of Contents
Contents Preface PART 1: ISSUES AND PERSPECTIVES 3 Mathematics for All Students: Access, Excellence, and Equity .. . Lucille Croom Hunter College of the City University of New York, New York, New York In Addition to the Mathematics: Including Equity Issues in the Curriculum Marilyn Frankenstein University of Massachusetts—Boston, Boston, Massachusetts Including African American Students in the Mathematics Community Carol E. Malloy University of North Carolina at Chapel Hill, Chapel Hill, North Carolina Teaching Mathematics in a Multicultural Classroom: Lessons from Australia Jan Thomas Victoria University of Technology, Melbourne, Victoria, Australia Class Matters: A Preliminary Excursion Sarah Theule Lubienski Michigan State Univesity, East Lansing, Michigan PART 2: CLASSROOM CULTURES 6. Teacher Questions + Student Language + Diversity = Mathematical Power Patricia F Campbell University of Maryland at College Park, College Park, Maryland Thomas E. Rowan Montgomery County Public Schools, Rockville, Maryland Students’ Voices: African Americans and Mathematics Erica N. Walker Wake Forest University, Winston-Salem, North Carolina Leah P. McCoy Wake Forest University, Winston-Salem, North Carolina CONTENTS Si Se Puede, “It Can Be Done”: Quality Mathematics i More than One Language Alfinio Flores Arizona State University, Tempe, Arizona Making Mathematics Accessible to Latino Students: Rethinking Instructional Practice Lena Licén Khisty University of Illinois at Chicago, Chicago, Illinois Uncovering Bias in the Classroom—a Personal Journey Maryann Wickett ~aloma Elementary School, Encinitas, California Creating a Gender-Equitable Multicultural Classroom Using Feminist Pedagogy Judith E. Jacobs Centerfo r Education and Equity in Mathematics, Science, and Technology, California State Polytechnic University, Pomona, Pomona, California Joanne Rossi Becker San Jose State University, San Jose, California Using Ethnomathematics as a Classroom Tool Joanna O. Masingila Syracuse University, Syracuse, New York K. Jamie King Lemon Bay High School, Englewood, Florida PART 3: CURRICULUM, INSTRUCTION, AND ASSESSMENT 13. The History of Mathematics: A Journey of Diversity Frank Swetz Penn State Harrisburg, Middletown, Pennsylvania Integrating with Integrity: Curriculum, Instruction, and Culture in the Mathematics Classroom Ellen Davidson Simmons College, Boston, Massachusetts Leslie Kramer Haggerty School, Cambridge, Massachusetts Integrating Mathematics with Community Service Gwendolyn Clinkscales IS 218M School, New York, New York Claudia Zaslavsky Mathematics Education Consultant, New York, New York CONTENTS The Gift of Diversity in Learning through Mathematical Exploration John C. Moyer Marquette University, Milwaukee, Wisconsin linfa Cai ri Iniversity of Delaware, Newark, Delaware Joan Grampp South Division High School, Milwaukee, Wisconsin Dialectal Variations in the Language of Mathematics— a Source for Multicultural Experiences Héctor Hirigoyen Dade County Public Schools, Miami, Florida Integrating Mathematics and American Indian Cultures Lyn Taylor University of Colorado at Denver, Denver, Colorado Grounded Practice: Lessons in Anasazi Mathematics Emerging from the Multicultural Classroom Clo Mingo University of New Mexico, Albuquerque, New Mexico Know Thyself: The Evolution of an Intervention Gender-Equity Program Trish Koontz Kent State University, Kent, Ohio Assessment and Equity Terri Belcher EQUALS, Lawrence Hall of Science, University of California at Berkeley, Berkeley, California Grace Davila Coates EQUALS, Lawrence Hall of Science, University of California at Berkeley, Berkeley, California José Franco EQUALS, Lawrence Hall of Science, University of California at Berkeley, Berkeley, California Karen Mayfield-Ingram EQUALS, Lawrence Hall of Science, University of California at Berkeley, Berkeley, California PART 4: PROFESSIONAL DEVELOPMENT Reshaping Perspectives on Teaching Mathematics in is 2 eee Ce eh sete es eews eee pases 201 Paulette C. Walker University of South Florida, Tampa, Florida Michaele F Chappell University of South Florida, Tampa, Florida CONTENTS Microinequity Skits: Generating Conversation about i lately cle Gee ae ce ae K eee SHS es CLE OE 209 Catherine Anne Wick Saint Cloud State University, Saint Cloud, Minnesota Patricia Clark Kenschaft Montclair State College, Upper Montclair, New Jersey Communication Strategies to Support Preservice Mathematics Teachers from Diverse Backgrounds ...................... 214 Rheta N. Rubenstein University of Windsor, Windsor, Ontario Building Bridges between Diverse Families and the Classroom: Involving Parents in School Mathematics Dominic Peressini University of Colorado at Boulder, Boulder, Colorado Mathematically Empowering Urban African American Students through Family Involvement . . Marilyn Strutchens University of Maryland at College Park, College Park, Maryland Debbie Thomas Indiana University—Purdue University at Indianapolis, Indianapolis, Indiana Fran Davis Perkins University of Alabama, Tuscaloosa, Alabama PART 5: FUTURE DIRECTIONS The Complexity of Teaching for Gender Equity Rebecca Ambrose Wisconsin Center for Educational Research, University of Wisconsin—Madison, Madison, Wisconsin Linda Levi Wisconsin Centerfo r Educational Research, University of Wisconsin—Madison, Madison, Wisconsin Elizabeth Fennema Wisconsin Center for Educational Research, University of Wisconsin—Madison, Madison, Wisconsin Diversity, Equity, and Peace: From Dream to Reality ........ 243 Ubiratan D’ Ambrosio Universidade Estadual de Campinas (retired), Campinas, Brazil
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