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Elementary Mathematics Teaching That Is Responsive to Student Learning, Emotions, and Culture
Thu, April 21, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Marriott Marquis San Diego Marina, Floor: North Tower, Ground Level, Pacific Ballroom 22Session Type: Paper Session
Abstract
Mathematics teaching is necessarily nuanced, and requires close attention to particulars of students, classrooms, and histories. This session explores elementary teachers’ attunement to the intricacies of students’ thinking, emotions, and relationships to broader histories.
Sub Unit
Chair
Papers
Appreciating the Power of Details in Children's Mathematical Thinking - Victoria R. Jacobs, University of North Carolina - Greensboro; Susan B. Empson, University of Missouri; Amy Dunning, University of Illinois - Springfield; Heather Lindfors-Navarro, Northern Arizona University
Toward a Restorative Math Pedagogy: Analyzing the Intersections of Cognitively Guided Instruction in Math and Restorative Justice - Shanté Stuart McQueen, Portland State University; Juliet Lee, Westfield State University
Equitably Teaching and Mathematically Preparing - Imani Masters Goffney, University of Maryland; Mark Hoover, University of Michigan
Encouraging Critical Reflection Upon Classroom Participation Patterns Utilizing Equity Analytics - Brendan Dames, University of Missouri - Columbia; Corey M. Webel, University of Missouri - Columbia
Learning Opportunity and Teachers' Beliefs of Meritocracy in Mathematics Education - Erik D. Jacobson, Indiana University