Building Mathematics Learning Communities: Improving Outcomes in Urban High Schools

Autor/in	Walker, Erica N.
Titel	Building Mathematics Learning Communities: Improving Outcomes in Urban High Schools
Quelle	(2012), (176 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8077-5328-9
Schlagwörter	Urban Schools; High School Students; Mathematics Education; Mathematics Achievement; Low Achievement; Urban Youth; Mathematics Instruction; Teaching Methods; Learner Engagement; High Achievement; Educational Strategies; Best Practices; African American Students; Hispanic American Students; Social Influences; Educational Environment; Social Networks; Community; Motivation Techniques + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Youth; Jugend; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Social network; Soziales Netzwerk; Motivationsförderung
Abstract	Drawing on perceptions, behaviors, and experiences of students at an urban high school--both high and low achievers--this timely book demonstrates how urban youth can be meaningfully engaged in learning mathematics. The author presents a "potential" model rather than a "deficit" model, complete with teaching strategies and best practices for teaching mathematics in innovative and relevant ways. This resource offers practical insights for pre- and inservice teachers and administrators on facilitating positive interactions, engagement, and achievement in mathematics, particularly with Black and Latino/a students. It also examines societal perceptions of urban students and how these affect teaching and learning, policies, and mathematics outcomes. Based on extensive research in urban high schools, the author identifies three key principles that must be understood for teachers and students to build strong mathematics communities. They are: (1) Urban students "want" to be a part of academically challenging environments; (2) Teachers and administrators can inadvertently create obstacles that thwart the mathematics potential of students; and (3) Educators can build on existing student networks to create collaborative and non-hierarchical communities that support mathematics achievement. [Foreword by Bob Moses.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10