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Understanding Equitable and Inequitable Mathematics Instruction for Historically Marginalized Students (Table 3)
Mon, April 25, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), San Diego Convention Center, Exhibit Hall BSession Type: Roundtable Session
Abstract
This roundtable features US and international studies on supporting and narrowing the participation of emerging bilingual, immigrant and Black students in mathematical activity.
Sub Unit
Chair
Papers
Equitable Teaching Practices: Providing Opportunities for Emergent Bilinguals to Engage in Mathematical Discourse - Libni Berenice Castellon, University of Wyoming; Richard Kitchen, University of Wyoming; Karla Valesca Matute, University of Wyoming
Math for the Real World: New Immigrants' Search and Struggle for Voice in Middle School - Priyanka Parekh, Northern Arizona University; Deena Lee Gould, University of New Mexico
Positioning Emergent Bilinguals in Mathematics: A Case Study of a Middle School Teacher - Ji Yeong I, Iowa State University; Coskun Erden, Iowa State University; Betsy Araujo Grando, Iowa State University
Engaging Teachers in Equitable Practices in Detracking Secondary Mathematics - Alison Macaulay, Ontario Ministry of Education; Christine A. Suurtamm, University of Ottawa
Interactional Work of Advanced Placement Mathematics Teachers to Support Black Students' Participation in Argumentation - Sunghwan Byun, North Carolina State University