Toward Equity and Social Justice in Mathematics Education (Research in Mathematics Education)

Front Matter ....Pages i-xix Front Matter ....Pages 1-1 Disrupting Policies and Reforms in Mathematics Education to Address the Needs of Marginalized Learners (Robert Q. Berry III)....Pages 3-20 Making the Implicit Explicit: Building a Case for Implicit Racial Attitudes to Inform Mathematics Education Research (Dan Battey, Luis A. Leyva)....Pages 21-41 A Socio-spatial Framework for Urban Mathematics Education: Considering Equity, Social Justice, and the Spatial Turn (Gregory V. Larnell, Erika C. Bullock)....Pages 43-57 Building on “Misconceptions” and Students’ Intuitions in Advanced Mathematics (Aditya P. Adiredja)....Pages 59-76 Promoting Equitable Systems in Mathematics Education Starts with Us: Linking Literature on Allywork to the Work of Mathematics Teacher Educators (Carlos LópezLeiva, Beth Herbel-Eisemann, Ayşe Yolcu)....Pages 77-98 A Commentary on Theoretical and Political Perspectives Toward Equity and Justice in Mathematics Education (David W. Stinson)....Pages 99-102 Front Matter ....Pages 103-103 Connecting Algonquin Loomwork and Western Mathematics in a Grade 6 Math Class (Ruth Beatty)....Pages 105-125 Conversions for Life: Transnational Families’ Mathematical Funds of Knowledge (Miwa Aoki Takeuchi)....Pages 127-143 A Commentary on Identifying and Connecting to Family and Community Funds of Knowledge (Marta Civil)....Pages 145-149 Front Matter ....Pages 151-151 “So We Only Have One We Share with More, and Then They Have Way More and They Share with Less”: Mathematics and Spatial Justice (Laurie H. Rubel, Vivian Y. Lim, Maren Hall-Wieckert)....Pages 153-172 Supporting the Development of Bilingual Learners’ Mathematical Discourse in a Multilingual, Technological Context (Oi-Lam Ng)....Pages 173-189 The Micro-Politics of Counting (Annica Andersson, David Wagner)....Pages 191-209 A Commentary on Student Learning and Engagement in Pre-K–12 Mathematics Classrooms (Anita A. Wager)....Pages 211-213 Front Matter ....Pages 215-215 Preservice Teachers’ Strategies for Teaching Mathematics with English Learners (Zandra de Araujo, Erin Smith, Ji-Yeong I, Matthew Sakow)....Pages 217-239 “How I Want to Teach the Lesson”: Framing Children’s Multiple Mathematical Knowledge Bases in the Analysis and Adaptation of Existing Curriculum Materials (Frances K. Harper, Corey Drake, Tonya Gau Bartell, Eduardo Najarro)....Pages 241-262 Seeing Mathematics Through Different Eyes: An Equitable Approach to Use with Prospective Teachers (Christa Jackson, Cynthia E. Taylor, Kelley Buchheister)....Pages 263-285 Using Concept Maps in Teacher Education: Building Connections Among Multiple Mathematical Knowledge Bases and Assessing Mathematical Understanding (Lynette DeAun Guzmán)....Pages 287-307 Using Ethnomathematics Perspective to Widen the Vision of Mathematics Teacher Education Curriculum (Nirmala Naresh, Lisa Kasmer)....Pages 309-326 A Commentary on Supporting Teachers in Addressing the Needs of Marginalized Students (Mary Q. Foote)....Pages 327-329 Back Matter ....Pages 331-341 This critical volume responds to the enduring challenge in mathematics education of addressing the needs of marginalized students in school mathematics, and stems from the 2015 Annual Meeting of the North American Group of the Psychology of Mathematics Education (PME-NA). This timely analysis brings greater clarity and support to such challenges by narrowing in on four foci: theoretical and political perspectives toward equity and justice in mathematics education, identifying and connecting to family and community funds of knowledge, student learning and engagement in preK-12 mathematics classrooms, and supporting teachers in addressing the needs of marginalized learners. Each of these areas examines how race, class, culture, power, justice and mathematics teaching and learning intersect in mathematics education to sustain or disrupt inequities, and include contributions from scholars writing about mathematics education in diverse contexts. Included in the coverage: * Disrupting policies and reforms to address the needs of marginalized learners * A socio-spatial framework for urban mathematics education * Linking literature on allywork to the work of mathematics teacher educators * Transnational families’ mathematical funds of knowledge * Multilingual and technological contexts for supporting learners’ mathematical discourse * Preservice teachers’ strategies for teaching mathematics with English learners __Toward Equity and Social Justice in Mathematics Education__ is of significant interest to mathematics teacher educators and mathematics education researchers currently addressing the needs of marginalized students in school mathematics. It is also relevant to teachers of related disciplines, administrators, and instructional designers interested in pushing our thinking and work toward equity and justice in mathematics education.