Now: Perspective on Equity and Access

Author: Katelyn A. Devine1
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  • 1 Mathematics coach, Henrico County, Virginia
Volume/Issue:
Volume 113: Issue 9
Page(s):
762–763
DOI:
https://doi.org/10.5951/MTLT.2020.0074
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When I think back on my first few years of teaching, I cringe. Like many, I taught those first few years the way I was taught mathematics in school. I saw myself as the gatekeeper of knowledge, and it was my sole responsibility to impart that knowledge to my students. Lessons were mainly procedure driven, even when teaching with manipulatives and models. It was not until I started to use manipulatives more that I began to explore mathematical concepts in different ways and see the intricate connectivity between these concepts. “For an introduction to the author and the article,

Footnotes

Each month, two invited authors reflect on an important mathematics education topic from perspectives of either “Then” (the past) or “Now” (the present with an eye toward the future).

Mathematics Teacher: Learning and Teaching PK-12
Cover Mathematics Teacher: Learning and Teaching PK-12

  • Boaler, Jo. 2011. “Changing Students’ Lives through the De-Tracking of Urban Mathematics Classrooms.” Journal of Urban Mathematics Education 4 (1): 7–14.

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  • National Council of Teachers of Mathematics (NCTM). 2018. Catalyzing Change in High School Mathematics: Initiating Critical Conversations. Reston, VA: NCTM.

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Copyright:
© 2020 by National Council of Teachers of Mathematics, Inc.
Page Count:
2
Article Category:
Research Article
Print Publication Date:
01 Sep 2020
Online Publication Date:
Sep 2020
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