Critically Analyzing and Supporting Difficult Situations (CARDS): A Tool to Support Equity Commitments [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).

Autor/inn/en	Marshall, Anne Marie; McCloskey, Andrea; Lawler, Brian R.; Chao, Theodore
Titel	Critically Analyzing and Supporting Difficult Situations (CARDS): A Tool to Support Equity Commitments [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).
Quelle	(2020), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Equal Education; Mathematics Teachers; Preservice Teachers; Vignettes; Training Methods; Cooperation; Faculty Development; Elementary School Teachers + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Didaktik; Trainingsmaßnahme; Co-operation; Kooperation; Elementary school; Grundschule; Volksschule
Abstract	Mathematics educators sometimes have trouble enacting equity-based pedagogy. Part of this is due to the lack of authentic opportunities to engage in analyzing difficult scenarios involving power, identity, and access. Additionally, mathematics educators sometimes have trouble finding, sharing, and collaborating on activities and materials that interrogate these spaces. In this research report, we present how a collective of equity-oriented mathematics educators created, enacted, and studied the use of scenarios presenting difficult situations to pre- and in-service mathematics teachers. More importantly, this report shows how we, as a field of mathematics educators, can enact large-scale collaboration that disrupts the capitalistic norms of knowledge ownership and neoliberal approaches to teacher preparation. The CARDS tool was not created by an individual, but by an amorphous group aligned and committed to equity. [This article was written with The MathEd Collective. For the complete proceedings, see ED629884.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01