From Green Book to Gradebook

Autor/inn/en	Id-Deen, Lateefah; Ebanks, Rachelle; Cirillo, Michelle
Titel	From Green Book to Gradebook
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 115 (2022) 5, S.330-338 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	African American Students; School Desegregation; Desegregation Litigation; Culturally Relevant Education; Equal Education; Mathematics Achievement; Student Attitudes; Sense of Community; Difficulty Level; Social Support Groups; Racial Bias + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Integrative Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Schwierigkeitsgrad; Social support; Soziale Unterstützung; Racial discrimination; Rassismus
Abstract	Black students in today's classrooms face major challenges unknown to white teachers. In this article, the authors share instructional practices, mindsets, and reflective questions that teachers can implement, practice, and respond to in order to support Black students to feel safe and welcome in their mathematics classrooms. In doing so, the authors aim to explicitly attend to the needs of Black students as they seek to implement equitable mathematics teaching practices, develop positive mathematical identities, and develop mathematical agency in students (NCTM 2018). (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01