Un-bordering Early Mathematics Pedagogy: Culture, Content, and Identity in Critical Professional Development
Öz
On the whole, primary grade teachers present s light content knowledge backgrounds in mathematics, and
this bodes poorly for their preparedness to provide learning experiences that promote deep understanding for
the children they teach. For many of these teachers calls for equity in mathematics instruction, in the context
of contemporary culturally diverse U.S. schools, can constitute an overwhelming professional and personal
challenge. For others, however, juxtaposing the issues of high-quality mathematics instruction, cultural
diversity, and equity can represent a welcomed impetus to challenge themselves to examine critically the
substance of their pedagogy. This paper describes one such teacher and how she was affected by the
experience of participating in a multi-year professional development research project.
Anahtar Kelimeler
Early mathematics pedagogy, critical, professional development
Kaynakça
- Apple, M. W., & Jungck, S. (1990). “You don’t have to be a teacher to teach this unit”: Teaching, technology, and gender in the classroom. American Educational Research Journal, 27(2), 227-51.
- Ball, D. L. (2000). Bridging practices: Interweaving content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241-247.
- Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research designs. Thousand Oaks.
- Cross, C. T., Woods, T. A., & Schweingruber, H. (Eds.). (2009). Mathematics learning in early childhood: Paths toward excellence and equity. National Research Council: Washington, DC: The National Academies Press.
- DeCuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (in press). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods.
- Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
- Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 73, 290-294.
- Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
- Irvine, J. J. (1991). Black students and school failure. New York: Praeger.
- Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.