Literaturnachweis - Detailanzeige
| Autor/inn/en | Briars, Diane J.; Larson, Matt; Strutchens, Marilyn E.; Barnes, David |
|---|---|
| Titel | A Call for Mathematics Education Colleagues and Stakeholders to Collaboratively Engage with NCTM: In Response to Martin's Commentary |
| Quelle | In: Journal of Urban Mathematics Education, 8 (2015) 2, S.23-26 (4 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2151-2612 |
| Schlagwörter | Stellungnahme; Mathematics Education; Mathematics Achievement; Minority Group Students; Poverty; At Risk Students; Educational Change; Access to Education; Educational Quality; Success; Educational Principles |
| Abstract | In his commentary "The Collective Black and 'Principles to Actions,'" Martin (2015) offers a thought-provoking critique of "Principles to Actions: Ensuring Mathematical Success for All" (National Council of Teachers of Mathematics [NCTM], 2014). Martin (2015) states that the mathematics education community, in general, and the Council, in particular, has not made significant progress in addressing the opportunity gap (Flores, 2007); that is, it has not made significant progress in changing "the conditions of African American, Latin@, Indigenous, and poor students in mathematics education" (Martin, 2015, p. 22). The authors of this response agree and use this response to elaborate on how the educational system can be changed to provide access and opportunity to students who are marginalized and build a positive mathematics identity with a sense of agency. (ERIC). |
| Anmerkungen | Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: jumeinfo@gsu.edu; Web site: http://ed-osprey.gsu.edu/ojs/index.php/jume |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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