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Amy J. Hackenberg, Robin Jones and Rebecca Borowski

enter a distance and time for each of two cars and run the race (see figure 1 ). Fig. 1 NewRace is a GeoGebra app that can be accessed at https://www.geogebra.org/m/vabtrttr . On days 9 and 10, students worked on tasks in which they were to make the

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sense of agency, and mathematical competence. Deficit views about some students’ intellectual potential, which are often based on students’ race, class, gender, perceived ability, status in the classroom, and other factors, should not be tolerated to any

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). Specific to race, Battey and Leyva (2018) suggest implicit racial attitudes that are “unconscious feelings and beliefs … [that] can reside in individuals or teachers even though they profess overt beliefs in being equitable” (p. 23) exist in today’s society

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Disparities in learning opportunities based on race, class, language, gender, and perceived mathematical ability are far too prevalent in school mathematics in North America and must be addressed. The evidence is compelling that students who are

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establishing norms for classroom participation, positioning students as capable, attending explicitly to race and culture, and pressing for academic success (for more, see Bartell et al. 2017 ), more students have access to the mathematics. Further, the eight