NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Assessments and Surveys
Mathematics Anxiety Rating…1
What Works Clearinghouse Rating
Showing 1 to 15 of 61 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Leonard, Jacqueline – Journal of Urban Mathematics Education, 2020
Prior to becoming a mathematics educator, I was a teacher in Prince George's County, Maryland. Because of the success I experienced with culturally relevant pedagogy (CRP), it became part of my research agenda along with teaching mathematics for social justice (TMfSJ). Databases like 23andme and Ancestry can be used as a context for CRP and TMfSJ.…
Descriptors: Social Justice, African Americans, Mathematics Instruction, Culturally Relevant Education
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Leonard, Jacqueline; Walker, Erica N.; Bloom, Victoria R.; Joseph, Nicole M. – Journal of Urban Mathematics Education, 2020
In this chapter, the authors use Black Feminist Thought (BFT) to examine the mathematics education and the educational attainment of African American females in a matrilineal line that spans five generations. A cross analysis of school experiences, from a maternal great-great-grandmother to her great-great-granddaughter, reveal a portrait of…
Descriptors: Mathematics Education, Educational Attainment, African Americans, Females
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Lubienski, Sarah Theule; Pinheiro, Weverton Ataide – Journal of Urban Mathematics Education, 2020
In this article, we begin by taking stock of broad trends related to gender and mathematics, focusing primarily on patterns within the United States and considering how these patterns may vary by social class and race. This article is not a traditional, empirical piece but instead pulls together evidence from quantitative and qualitative studies…
Descriptors: Gender Differences, Mathematics Education, Females, Doctoral Programs
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Lo, Michelle T.; Ruef, Jennifer L. – Journal of Urban Mathematics Education, 2020
As institutions strive to improve teaching and learning for all, educators must consider equitable instruction. This includes equitable distributions of authority and agency among students. The authors define distribution of authority as shared opportunities for decision-making in enacting mathematical tasks and agency as the power to carry out…
Descriptors: Cooperative Learning, Group Activities, Student Empowerment, Participative Decision Making
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Song, Kim H.; Coppersmith, Sarah A. – Journal of Urban Mathematics Education, 2020
This qualitative study examined how participating in-service teachers demonstrated linguistically and culturally responsive mathematical teaching (LCRMT) competences after they completed a year-long National Professional Development Program grant-funded project. A two-dimensional LCRMT framework was developed to measure participating teachers'…
Descriptors: Mathematics Instruction, Culturally Relevant Education, Language Usage, English Language Learners
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Leonard, Jacqueline; Evans, Brian R. – Journal of Urban Mathematics Education, 2018
Learning mathematics in urban settings is often routine and decontextualized rather than inquiry- and culturally based. Changing prospective teachers' attitudes about pedagogy in order to change this pattern is often tenuous. The purpose of this pilot study was to provide opportunities for teacher interns enrolled in a graduate certification…
Descriptors: Mathematics Instruction, Urban Areas, Preservice Teachers, Student Teacher Attitudes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Davis, Julius; Martin, Danny Bernard – Journal of Urban Mathematics Education, 2018
Couched within a larger critique of assessment practices and how they are used to stigmatize African American children, the authors examine teachers' instructional practices in response to demands of increasing test scores. Many mathematics teachers might be unaware of how these test-driven instructional practices can simultaneously reflect…
Descriptors: Racial Bias, African American Children, Whites, Children
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Paek, Pamela L. – Journal of Urban Mathematics Education, 2018
The goal of the practices worthy of attention (PWOA) project was to surface innovative practices currently in use by urban schools and districts that show promise of improving students' secondary mathematics performance. Each school and district explored has a different perspective and a unique set of practices in place to improve secondary…
Descriptors: Mathematics Instruction, Urban Schools, Secondary School Mathematics, Teaching Methods
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Valero, Paola – Journal of Urban Mathematics Education, 2018
The title of my contribution to this special 10th year anniversary issue contains the terms "human capitals"--and there is not a spelling mistake--"school mathematics," "making," and "homus oeconomicus." Apparently, the terms do not say much about mathematics and its learning and teaching, but more about the…
Descriptors: Human Capital, Teaching Methods, Mathematics Teachers, Educational Research
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Leonard, Jacqueline; Evans, Brian R. – Journal of Urban Mathematics Education, 2018
It has been a decade since the article "Math Links: Building Learning Communities in Urban Settings" (referenced throughout as Math Links) was published in the inaugural issue of the "Journal of Urban Mathematics Education" ("JUME"; Leonard & Evans, 2008). The Math Links study, as reported in that article,…
Descriptors: Urban Teaching, Teacher Interns, Teacher Attitudes, Communities of Practice
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Skovsmose, Ole; Scandiuzzi, Pedro Paulo; Valero, Paola; Alrø, Helle – Journal of Urban Mathematics Education, 2018
In this article, the authors introduce a theoretical framework for discussing the relation between favela students' life conditions in relation to their educational experiences and opportunities. A group of five students from a favela in a large city in the interior of the state of São Paulo in Brazil was inter-viewed. The students were invited to…
Descriptors: Mathematics Instruction, Foreign Countries, Mathematics, Educational Experience
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Davis, Julius – Journal of Urban Mathematics Education, 2018
Julius Davis is an associate professor in the Department of Teaching, Learning, and Professional Development in the College of Education at Bowie State University. His research and scholarly interest focus is on Black male students and teachers, critical race theory, culturally relevant pedagogy, and social justice in mathematics education. Davis…
Descriptors: Mathematics Instruction, Mathematics Achievement, Success, Student Attitudes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Yeh, Cathery – Journal of Urban Mathematics Education, 2017
In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods…
Descriptors: Mathematics Instruction, Bilingual Teachers, Teaching Methods, Longitudinal Studies
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Povey, Hilary; Adams, Gill; Everley, Rosie – Journal of Urban Mathematics Education, 2017
In England, globalisation and neoliberal political agendas have created an environment in which teachers are constantly measured and ranked and subjected to a discourse of marketisation, managerialism, and performativity. This measuring, ranking, and subjection is particularly strongly felt in urban schools, where a discourse that recognised the…
Descriptors: Neoliberalism, Mathematics Teachers, Urban Schools, Foreign Countries
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Rubel, Laurie H. – Journal of Urban Mathematics Education, 2017
In this article, the author synthesizes four equity-directed instructional practices: standards-based mathematics instruction, complex instruction, culturally relevant pedagogy (CRP), and teaching mathematics for social justice (TMfSJ). The author organizes these practices according to the dominant and critical axes in Gutiérrez's (2007a) equity…
Descriptors: Educational Practices, Case Studies, Mathematics Instruction, Culturally Relevant Education
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5