https://padlet.com/kmfloyd2/czmlph02tfi46lza en-us 2022-02-07 15:49:33 UTC 2022-02-07 16:30:09 UTC hello@padlet.com kmfloyd2 https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033399949 Building from prior educational anthropological literature, Ladson-Billings (1995) proposes a culturally relevant theory of education. Her work explicitly addresses specific concerns of educating teachers for success with African American students.]]> 2022-02-07 15:49:33 UTC https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033399949 kmfloyd2 https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033399951 Elrod and Strayer (2018) examine a postsecondary teacher's experiences as she transitions from traditional-lecture-and-practice teaching methods to standards-based instructional practices. ]]> 2022-02-07 15:49:33 UTC https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033399951 kmfloyd2 https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033399952 Lotan and Holthuis (2021) discuss Professor Elizabeth Cohen's work focusing on complex instruction. CI is designed to create equitable learning experiences and outcomes for all students by supporting equitable interactions in diverse classrooms. ]]> 2022-02-07 15:49:33 UTC https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033399952 kmfloyd2 https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033399958 Ladson-Billings (2017) explains that the systemic inequities are not a result of poverty rather the inequities are the product of systemic and structural barriers. 

As you read, reflect on the following question.
Ladson-Billings (2017) discusses two structural barriers that urban students often face: poor housing and ill health. 
1. What other structural or institutional barriers do urban students typically face that support the persistence of educational disadvantage? 
 

]]> 2022-02-07 15:49:33 UTC https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033399958 kmfloyd2 https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033399960 Hayes-Green and Love (2018) provide a metaphor for systemic racial inequity. 

When reading this article reflect on the following questions:
1. Using the Groundwater Approach metaphor, what is wrong with the "water?"
2. Can we, as mathematics educators, clean the "water?" If so, how? ]]> 2022-02-07 15:49:33 UTC https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033399960 kmfloyd2 https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033492349 Berry, R. Q., Conway, B. M., Lawler, B. R., & Staley, J. W. (2020). Lessons to explore, understand, and respond to social injustice. Mathematics Teacher: Learning and Teaching PK-12, 113(9), e34-e36.

According to Berry and colleagues (2020), teaching mathematics through a social justice lens will connect content to students’ daily lives, strengthen their mathematical understanding, and expose them to issues that will make them culturally responsive citizens and leaders in the future.

This article briefly discusses teaching mathematics for social justice and High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (Berry et al. 2020). TMfSJ builds on the four equity-directed pedagogical approaches discussed during the presentation. 

Note: This article is copyrighted by NCTM. At the time, the presenter does not have the right to electronically distribute this article.]]> 2022-02-07 16:26:26 UTC https://padlet.com/kmfloyd2/czmlph02tfi46lza/wish/2033492349