Teachers empowered to advance change in mathematics (TEACH MATH)

Referencias

Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., & Drake, C. (2013). Making connections in practice: Developing prospective teachers’ capacities to connect children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178-192. Bartell, T. G., Foote, M. Q., Aguirre, J. M., Roth McDuffie, A., Drake, C., Turner, E. E. (2010, October) Preparing preK-8 teachers to connect children’s mathematical thinking and community based funds of knowledge. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.). Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1183-1191). Columbus, OH: The Ohio State University. Carpenter, T. P., Fennema, E., Franke, M., Levi, L., & Empson, S. (1999). Children’s mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann. Civil, M. (2002). Everyday mathematics, mathematicians’ mathematics, and school mathematics: Can we bring them together? In M. Brenner & J. Moschkovich (Eds.), Everyday and academic mathematics in the classroom (Vol. 11, pp. 40-62). Reston, VA: National Council of Teachers of Mathematics, JRME Monograph. Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir & P. Cobb (Eds), Improving access to mathematics: Diversity and equity in the classroom (pp. 105-117). New York, NY: Teachers College Press. Foote, M. Q., Roth McDuffie, A., Turner, E. E., Aguirre, J. M., Bartell, T. G., & Drake, C. (2013). Orientations of prospective teachers towards students’ families and communities. Teaching and Teacher Education, 35, 126-136. González, N., Andrade, R., Civil, M., & Moll, L. (2001). Bridging funds of distributed knowledge: Creating zones of practices in mathematics. Journal of Education for Students Placed at Risk, 6(1&2), 115-132. Howard, G. (1999). We can’t teach what we don’t know: White teachers, multiracial schools. New York, NY: Teachers College Press. Leonard, J. (2008). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. New York, NY: Routledge. Roth McDuffie, A., Foote, M. Q., Bolson, C., Turner, E. E., Aguirre, J. M., Bartell, T. G., Drake, C., & Land, T. (2014). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 17, 245-270. Turner, E., Foote, M. Q., Stoehr, K., Roth McDuffie, A., Aguirre, J., Bartell, T. G., & Drake, C. (2015). Learning to leverage students’ multiple mathematical knowledge bases in mathematics instruction: Prospective teachers’ use of mathematics case studies. Article under review. Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32. Wiggins, R. A., & Follo, E. J. (1999). Development of knowledge, attitudes, and commitment to teach diverse student populations. Journal of Teacher Education, 50(2), 94-105.