Preparing mathematics and science teachers for diverse classrooms: promising strategies for transformative pedagogy

290 Pages·2005·15.28 MB·English

by  Alberto J. Rodríguez, Richard S. Kitchen

Preparing Mathematics
and Science Teachers
for Diverse Classrooms
Promising Strategies for Transformative Pedagogy
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Preparing Mathematics -
and Science Teachers
for Diverse Classrooms
Promising Strategies for Transformative Pedagogy
Edited by
Alberto J. Rodriguez
San Diego State University
Richard S. Kitchen
University of New Mexico
LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS
2005 Mahwah, New Jersey London
Copyright © 2005 by Lawrence Erlbaum Associates, Inc.
All rights reserved. No part of this book may be reproduced in
any form, by photostat, microform, retrieval system, or any other
means, without the prior written permission of the publisher.
Lawrence Erlbaum Associates, Inc., Publishers
10 Industrial Avenue
Mahwah, New Jersey 07430
Cover design by Kathryn Houghtaling Lacey
Library of Congress Cataloging-in-Publication Data
Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies
for Transformative Pedagogy, by Alberto J. Rodriguez and Richard S. Kitchen.
p. cm.
Includes bibliographical references and indexes.
ISBN 0-8058-4679-4 (cloth: alk. paper) — 0-8058-4680-8 (pbk : alk. paper).
Copyright information for this volume can be obtained
by contacting the Library of Congress.
Books published by Lawrence Erlbaum Associates are printed on acid-free paper,
and their bindings are chosen for strength and durability.
Printed in the United States of America
1 0 9 8 7 6 5 4 3 2 1
For my father whose unwavering faith
in me became my compass.
For children, Chantelle and Brandon, whose rich
dreams and aspirations give the future a ladder
on which to climb.
For Cathy Z. whose love and support make facing
demanding challenges possible ... and possible to face more.
—ARJ
For Janet, Olivia, and Sophia
whose love and faith have inspired me
and brought joy to my life.
—RSK
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Contents
Foreword ix
Preface xi
1 Teachers' Resistance to Ideological and Pedagogical
Change: Definitions, Theoretical Framework,
and Significance 1
Alberto J. Rodriguez
2 Using Sociotransformative Constructivism to Respond
to Teachers' Resistance to Ideological and
Pedagogical Change 17
Alberto J. Rodriguez
3 Making Equity and Multiculturalism Explicit
to Transform Mathematics Education 3
Richard S. Kitchen
4 Using Inquiry Processes to Investigate Knowledge,
Skills, and Perceptions of Diverse Learners:
An Approach to Working With Prospective and
Curent Science Teachers 61
Marianne B. Barnes and Lehman W. Barnes
vii
viii CONTENTS
5 Breaking Through the Ice: Dealing With Issues of
Diversity in Mathematics and Science Education Courses 87
Jacqueline Leonard and Scott Jackson Dantley
6 Unpacking Teachers' "Resistance" to Integrating
Students' Language and Culture Into Elementary
Science Instruction 19
Aurolyn Luykx, Peggy Cuevas, Julie Lambert, and Okhee Lee
7 Engaging Prospective Teachers in Critical Reflection:
Facilitating a Disposition to Teach Mathematics
for Diversity 143
Thea K. Dunn
8 "Eh, Mus' Be Smart Class": Race, Social Class, Language,
and Access to Academic Resources 159
Pauline W. U. Chinn
9 Transformative Mathematics Pedagogy:
From Theory to Practice, Research, and Beyond 183
Joy Moore
10 Seeing IT in the Lives of Children: Strategies for
Promoting Equitable Practices Among Tomorrow's
Science Teachers 203
Randy Yerrick
11 Helping Teachers Use Students' Home Cultures
in Mathematics Lessons: Developmental Stages
of Becoming Effective Teachers of Diverse Students 225
Jacque Ensign
12 Examining the "Script" in Science Education:
Critical Literacy in the Clasroom 243
Carol Brandt
Author Index 263
Subject Index 269
Foreword
Preparing Prospective Mathematics and Science Teachers to Teach for Diversity:
Promising Strategies for Transformative Action is an outstanding contribu-
tion to the field of teacher education, especially mathematics and science
education. It achieves a milestone in the field of multicultural education
and transformative teaching. It is a major piece of work, and a rich asset
for those concerned with mathematical and scientific learning for students
who have historically been under represented in advanced mathematics
and science classes. Visits to the honor math and science classes in high
schools across the country reveal few students of color, especially African
American, Latinos and Native American. Also, students of color are be-
hind in basic math and science knowledge and skills. For example, in
1996,58% of 4th graders, 61% of 8th graders, and 60% of 12th graders who
were eligible for free or reduced-priced lunch scored below basic level in
mathematic achievement, compared to 26% of 4th graders, 29% of 8th
graders, and 26% of 12th graders who were ineligible (Reese, Miller,
Maddeo, & Dossey, 1997).
Important too, is that Preparing Prospective Mathematics and Science
Teachers to Teach for Diversity: Promising Strategies for Transformative Action
comes at a time when, state standards, discussions of alternative certifica-
tion, testing, portfolio assessment, and the No Child Left Been Act are
driving the discourse in teacher education. Much of this discourse, how-
ever, is lacking in knowledge and understanding of how to prepare
teacher candidates to constructively and successfully engage margin-
ix