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Exploring and Disrupting Marginality and Inequity in Mathematics Classrooms
Sun, April 11, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), SIG Sessions, SIG-Research in Mathematics Education Paper and Symposium SessionsSession Type: Paper Session
Abstract
This session explores ways to identify and disrupt the marginalization of some students in mathematics classrooms. The four papers explore various aspects of marginalization, identity, and systemic inequities.
Sub Unit
Chair
Papers
Confronting Systemic Inequities and Disparities Using Case-Based Instruction in Mathematics Teacher Preparation - Monica Lyn Gonzalez, East Carolina University; Alesia Mickle Moldavan, Fordham University
Exploring Kindergarteners' Emerging Mathematics Identities - Mari Altshuler, Northwestern University School of Education and Social Policy Learning Sciences
Marginalized Students' Opportunities to Learn in Integrated Mathematics Courses - Bethany Rittle-Johnson, Vanderbilt University; Kelley Durkin, Vanderbilt University; Dale C. Farran, Vanderbilt University
"Noticing and Wondering": A Mathematics Language Routine That Challenges the Spaces of Marginality - Dawn Woods, Oakland University; Wesam M. Salem, University of Memphis
Black Mathematics Teachers Cultivating Black Girl Magic: Two Case Studies - Brittany Leslie Marshall, Rutgers University; Dan Battey, Rutgers University; Aziel Rosado, Rutgers University