Información sobre este eBook
Linda M. Fulmore
TODOS: Mathematics For ALL
Cave Creek, AZ
Empower students to be the change—join the teaching mathematics for social justice movement!
We live in an era in which students of all ages have—through media and their lived experiences— a more visceral experience of social injustices. However, when people think of social justice, mathematics rarely comes to mind. With a teacher-friendly design, this book brings upper elementary mathematics content to life by connecting it to student curiosity, empathy, and issues students see or experience.
Tested in Grades 3-5 classrooms, the model lessons in this book walk teachers through the process of applying critical frameworks to instruction, using standards-based mathematics to explore, understand, and respond to social justice issues. Learn to plan instruction that engages students in mathematics explorations through age-appropriate, culturally relevant topics, such as valuing differences, health and pay inequality, bullying, voting rights, and environmental justice. Features include:
- Content cross-referenced by mathematical concept and social issues
- Connection to Learning for Justice’s social justice standards
- Downloadable instructional materials and lesson resources
- Guidance for lessons driven by students’ unique passions and challenges
- Connections between research and practice
Written for teachers committed to developing equitable and just practices through the lens of mathematics content and practice standards as well as social justice standards, this book will help connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will support them in becoming active citizens and leaders.
Acerca del autor
Mathew D. Felton-Koestler. I am currently an associate professor in the Department of Teacher Education at Ohio University in Athens, Ohio, where I primarily teach mathematics methods courses for future elementary and middle school teachers. Before coming to Ohio University, I was in the Department of Mathematics at The University of Arizona where I taught mathematics content courses for future teachers. I received my B.S., M.A., and PhD from the University of Wisconsin–Madison.I began my focus on education working with my former elementary teacher, Mazie Jenkins, to engage elementary students in exploring geometry through quilt design. Throughout my career I have benefited from opportunities to collaborate with practicing teachers in the classroom and in professional development settings. I attempt to approach my work with teachers as collaborative and have greatly valued this aspect of my work. I particularly enjoy the challenge of blending rich mathematics with explorations of our social and political world in tasks that are accessible to a broad audience. Prior to COVID-19, I co-ran a summer camp for middle school students to use mathematics to explore social and political issues related to their interests and look forward to returning to similar work in the future.
Robert Q. Berry III is the Dean of the College of Education at the University of Arizona and the Paul L. Lindsey & Kathy J. Alexander Chair. Berry served as President of the National Council of Teachers of Mathematics (NCTM), 2018–2020. He holds a B.S. in middle grades education from Old Dominion University, a M.A.T. in mathematics education from Christopher Newport University, and a Ph.D. in mathematics education from the University of North Carolina at Chapel Hill. He taught in public schools and served as a mathematics specialist.Robert has collaborated with teachers, leaders, parents, and community members across the United States and has been a teacher at nearly all levels. These experiences have afforded him a perspective on the issues facing mathematics teaching and learning across diverse contexts. He sees himself as a teacher who is always learning and improving my professional practice. He brings a strong sense of equity and fairness, rooted in my understanding of the mathematical experiences of students of color and the belief that all students deserve access to learning environments and resources that support their engagement with mathematics. He brings an ability to establish rapport and trust with people from diverse backgrounds by working to understand their perspectives, histories, and lived experiences. He understands the importance of building partnerships and how to draw on each partner′s strengths to achieve a common goal. In sum, he brings experiences and abilities that make me an effective advocate for teachers and students.
