Access, Power, Identity, and Healing in Mathematics

Author:
Sara Gartland
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,
Shellee Wong
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, and
Laurie Silverstein
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Volume/Issue:
Volume 115: Issue 11
Page(s):
815–821
DOI:
https://doi.org/10.5951/MTLT.2021.0305
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Subjects:
Grade(s) or Audience, Grades 9-12, Math Topic, Algebra, Other Topic, Equity, Agency/Identity/Empowerment, Access, Communication, Discourse/Questioning, Research, Linking Research and Practice, Qualitative Research

Co-teachers in a ninth-grade algebra 1 class offered instruction that integrates mathematical learning with social and emotional learning during hybrid (online and face-to-face) class meetings, promoting healing and positive identity development among students.

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

  • Gutiérrez, Rochelle. 2012. “Context Matters: How Should We Conceptualize Equity in Mathematics Education?” In Equity in Discourse for Mathematics Education, pp. 17–33. Dordrecht, The Netherlands: Springer.

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  • Jansen, Amanda. 2020. Rough Draft Math: Revising to Learn. Portsmouth, NH: Stenhouse Publishers.

  • Venet, Alex Shevrin. 2021. Equity-Centered Trauma-Informed Education. New York: Norton Professional Books.

Copyright:
© 2022 by National Council of Teachers of Mathematics, Inc.
Page Count:
7
Article Category:
Research Article
Print Publication Date:
01 Nov 2022
Online Publication Date:
Nov 2022
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