scholarly journals Disrupting Gendered Epistemic Injustice in K-12 mathematics – A Research Synthesis

2020 ◽  
Author(s):  
Priyanka Agarwal
Keyword(s):  
Mathematics Education ◽  
Gender Equity ◽  
Research Synthesis ◽  
Children And Youth ◽  
Epistemic Injustice ◽  
Ecological Research ◽  
Future Directions ◽  
Mathematics Classrooms ◽  
Epistemic Justice ◽  
K 12

Over the last half century, research on gender has consistently debunked male superiority in mathematics. Yet, negation of children and youth on the basis of gender (and race) continue to occur in mathematics education. Scholars have increasingly focused on theorizing and examining ways to make mathematics classrooms more gender-inclusive. In this paper we synthesize prior studies from the lens of gender equity as a form of epistemic justice (Fricker, 2007). We argue that achieving epistemic justice requires an ecological research that seeks the interrelations of micro, meso, and macro levels of inequality and privilege (Weis & Fine, 2012). Together, these constructs lay the groundwork for mathematics education research to understand how do individuals and institutions negotiate, resist, or disrupt epistemic injustice in mathematics education, as established by heteropatriarchy and Whiteness? We identify six emergent themes that speak to the guiding question while highlighting nuances and complexities of studying gender equity in mathematics education. We conclude with a discussion of implications and future directions for research.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

Authority, Identity, and Collaborative Mathematics

2017 ◽  
Vol 48 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Jennifer M. Langer-Osuna
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Collaborative Learning ◽  
Mathematics Learning ◽  
Mathematics Education Research ◽  
Mathematics Classrooms ◽  
Mathematics Problems ◽  
Authority Relations ◽  
K 12 ◽  
Future Work

The field of mathematics education research has seen a resurgence of interest in understanding collaborative learning because students in K–12 classrooms are increasingly expected to make sense of mathematics problems together. This research commentary argues for the importance of understanding student authority relations in collaborative mathematics classrooms. How intellectual authority becomes constructed, organized, and distributed among students has implications for both mathematics learning and the development of mathematics-linked identities. This research commentary suggests directions for future work to gain clarity on the mechanisms that undergird the distribution of authority in order to support powerful mathematics classrooms.

scholarly journals Schooling Interrupted: Educating Children and Youth in the Covid-19 Era

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Lorin W. Anderson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Teaching And Learning ◽  
School Administrators ◽  
Research Synthesis ◽  
Lessons Learned ◽  
Children And Youth ◽  
The Internet ◽  
K 12 ◽  
Correspondence Courses

Distance education has been practised for generations, although its purpose and form have changed. Correspondence courses, in which students receive instruction via mail and respond with assignments or questions to the instructor, date back to the mid-1800s, if not earlier. As technology changed, so did the nature of distance education. Radio, television, computers, and, most recently, the internet have supported distance education over the years. Research studies on the use and effectiveness of distance education focus almost exclusively on higher education. A recent research synthesis suggests that fewer than five per cent of the studies have addressed K-12 education. The Covid-19 pandemic, however, has brought distance education into K-12 schools and classrooms. Distance education in the Covid-19 era has been referred to as ‘emergency remote teaching’ (ERT) because, with little research on which to rely, teachers must improvise quick solutions under less-than-ideal circumstances, a situation that causes many teachers to experience stress. The purpose of this paper is to address five fundamental questions. First, what problems have K-12 school administrators and teachers faced in implementing ERT? Second, under what conditions has ERT been effective since the advent of the Covid-19 pandemic? Third, what are the strengths of ERT in K-12 schools and classrooms? Fourth, what are the weaknesses of ERT in K-12 schools and classrooms? Fifth, to what extent will lessons learned from ERT influence teaching and learning when the pandemic abates? The paper concludes with a brief set of recommendations. Throughout the paper, the focus is on K-12 education.

scholarly journals Centering Children in Mathematics Education Classroom Research

2019 ◽  
Vol 57 (4) ◽  
pp. 1443-1484 ◽  
Author(s):  
Amy Noelle Parks
Keyword(s):  
Mathematics Education ◽  
Multiple Case Study ◽  
Classroom Research ◽  
Children And Youth ◽  
Research Needs ◽  
Equitable Access ◽  
Interpretive Study ◽  
Mathematics Classrooms ◽  
Multiple Case

Drawing on a 3-year interpretive study that followed a cohort of children from prekindergarten to Grade 1, this article presents results of a multiple case study, which demonstrated that although two children had the same teachers, classmates, and curricula over 3 years, their experiences in the three successive mathematics classrooms were quite different from each other (although consistent for each child). The two focal children did not have equitable access to their teachers’ pedagogical moves, and this lack of access was easy to overlook in transcripts of whole-class discussions. The study suggests that more research needs to represent mathematics lessons from the perspectives of children and youth, particularly those students who engage with teachers infrequently or in atypical ways.

Research, Reflection, Practice: Gender Equity in Mathematics Education

2000 ◽  
Vol 7 (2) ◽  
pp. 101-105
Author(s):  
Linda Levi
Keyword(s):  
Gender Differences ◽  
Mathematics Education ◽  
Standardized Tests ◽  
Gender Equity ◽  
Third Graders ◽  
Individual Interviews ◽  
Solution Strategies ◽  
National Science ◽  
K 12 ◽  
Children’S Thinking

Gender equity in mathematics education is a complex issue. Although males and females take similar mathematics classes and achieve similar scores on standardized tests throughout the K–12 school years (Kimball 1989; National Science Board 1998), males' participation in mathematics after high school is far greater than females' (National Science Board 1998). Many educators are studying the K–12 school experience in an attempt to understand gender differences in mathematics participation. For example, as we make advancements in assessing children's thinking, we are starting to find gender differences in young children's mathematics achievement. In a large study of first through third graders, in which individual interviews were used to assess children's thinking, researchers found gender differences in children's solution strategies (Fennema et al. 1998). Other researchers are asking teachers what information they can offer to advance our understanding of gender equity in mathematics.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

scholarly journals Helping Children to Learn at Home: A Family Project to Support Young English-Language Learners

2012 ◽  
Vol 29 ◽  
pp. 224 ◽  
Author(s):  
Mary-Anne Jasinski
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Community Education ◽  
Children And Youth ◽  
Learning Needs ◽  
Complex Needs ◽  
Canadian Education ◽  
Evaluation Phase ◽  
K 12 ◽  
At Home

The Coalition for Equal Access to Education (CEAE) is a Calgary-based nonprofit organization committed to working with community, education, and government stakeholders to promote access to quality, equitable education and services for K-12 English-as-a-second-language (ESL) learners. CEAE is active in developing innovative projects, research publications, and informing policy and decision-makers on issues that affect education and services for children and youth. In addition, the organization engages in community development initiatives through literacy development support for ethnocultural children and youth, leadership training on active parental involvement, and promotion of systemic change and cultural competence. In its work to address the complex needs of ESL children, families, and the professionals who support them, the CEAE has developed Helping Children Learn at Home, a parents’ program that supports ethnocultural parents in creating healthy learning environments in the home, in understanding better and addressing their young children’s learning needs, learning about the Canadian education system, and contributing to decision-making processes in schools and in the community that affects their children’s educational success. This article describes the program and the pilot session completed in February 2011. The evaluation phase included feedback from the participants, the CEAE staff, and the curriculum developers in order to produce and publish a completed version of the document, which will be available for use by other agencies.

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