ERIC Number: ED465537
Record Type: RIE
Publication Date: 2001
What Is Equity? A Look into a Reform Math Classroom. Weaving Gender Equity into Math Reform.
TERC, Cambridge, MA.
The Weaving Gender Equity into Math Reform project at TERC has created a two- hour workshop session on equity in the standards-based mathematics classroom that is appropriate for use as a professional development tool with teachers, staff developers, after-school program providers, and other educators who work with parents. "What is Equity?" can be used as a stand-alone workshop or as part of an extended in- service training program for teachers and administrators. This session is intended to address equity related issues that surface in standards-based reform mathematics classrooms. Issues of teacher and student learning are also addressed along with discussions around specific equity issues that participants face in their school and classroom environments. The beginning of the session asks participants to reflect on their own experiences in math class and to relate this to the experiences that their students face in reform-based mathematics classrooms. Then, they will consider specific equity issues that arise and brainstorm ways to work through these issues. A discussion around notions of equity and equality will follow. Finally, participants will be asked to create a plan of action and identify people with whom they will share their thinking and questions. Blackline masters, transparencies, and handouts are included. (MM)
Descriptors: Educational Change, Elementary Education, Equal Education, Ethnicity, Gender Issues, Instructional Materials, Mathematics Curriculum, Mathematics Instruction, Sex Discrimination, Socioeconomic Status
TERC, Inc., Weaving Gender Equity, 2067 Massachusetts Ave., Cambridge, MA 02144. Tel: 617-547-0430. For full text: http://www.terc.edu/wge/equitysession.html.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: TERC, Cambridge, MA.