To maximize the benefits of cooperative learning groups, the students within each group should be heterogeneous in ability and personal characteristics” (Artzt and Newman 1990, 449). “Although groups can be formed by random assignment, heterogeneous grouping ensures a mixture of mathematical achievement, gender, and race/ethnicity. An occasional use of sociometric choice by students is possible, but homogeneous grouping is usually not recommended” (Davidson 1990a, 57). “Groups may organize themselves on the basis of friendship or common interests or they may be carefully composed by the teacher to be heterogeneous with respect to abilities, sex, personality types, race, or other variables” (Dees 1990, 175).
JRME Equity Special Issue Editorial Panel
Beatriz D'Ambrosio, Marilyn Frankenstein, Rochelle Gutiérrez, Signe Kastberg, Danny Bernard Martin, Judit Moschkovich, Edd Taylor and David Barnes
This is a dialogue extracted from a conversation among some members of the Equity Special Issue Editorial Panel (Beatriz D'Ambrosio; Marilyn Frankenstein; Rochelle Gutiérrez, Special Issue editor; Signe Kastberg; Danny Martin; Judit Moschkovich; Edd Taylor; and David Barnes) about racism in mathematics education. It raises issues about the use of terms such as race and racism; understanding fields of research outside of mathematics education; the kinds of racialization processes that occur for students, teachers, and researchers; the social context of students; the achievement gap; and the role of mathematics education in the production of race.
Irvin H. Brune
“The race, including those who advocate abstractions today, learned much of its mathematics through practical needs and by the way of real problems…. Surely a small share of such learning while solving, abstracting while applying, and generalizing while testing should not be denied young people today.”
T. F. Mulcrone
Edited by Howard Eves
In almost every history of the Negro in the United States one can find an account of the incidental contributions of Benjamin Banneker (1731-1806) to the social history of his race. But no chronicle is readily available of the scientific life of Banneker as a student of mathematics, almanac compiler, surveyor, and astronomer.
Richard A. Austin, Denisse R. Thompson and Charlene E. Beckmann
Locusts for lunch? if you watch reality television, lunching on locusts is tame compared with some of the edibles that participants in Fear Factor, the Amazing Race, Survivor, and other programs are required to eat. Locusts are considered delicacies in many parts of the world.
Otto J. Karst
“So you've got to the end of our race-course?” said the Tortoise. “ Even though it does consist of an infinite series of distances? I thought some wiseacre or other had proved that the thing couldn't he done?”—Lewis Carroll.
Robert A. Oesterle
It is, in a sense, paradoxical that zero, the discovery of which Dantzig1 characterized as “one of the greatest single achievements of the human race,” should provide such fertile ground for controversy in the methodology of teaching arithmetic in the elementary school.
Frances K. Harper
Mathematics classrooms are increasingly becoming sites for investigating social (in)justice, but research on teaching mathematics for social justice remains limited to individual case studies. This article reports on a metasynthesis of 35 qualitative reports of social justice mathematics enactments in diverse classroom contexts. Critical race theory serves as a guiding framework for analyzing possibilities and limitations of these enactments to address racial inequities in mathematics education. Findings from this metasynthesis reveal that addressing race in social justice mathematics explorations provided opportunities for centering the voices of people of Color and critiquing liberal views that camouflage subtle forms of racism and involved substantial and authentic mathematical work. Promising practices and implications for future research are identified based on this synthesis.
Theme: What, how, and why in mathematics
The Fifteenth Summer Meeting of The National Council of Teachers of Mathematics will begin informally on Saturday, August 20, 1955, with a day of activities in Indianapolis, Indiana. These activities will include a free luncheon for Council members (and their families) at the Allison Division of General Motors and a trip through their Powerama, a visit to the planetarium at Butler University, and a visit to the Indianapolis Speedway, home of the famous 500-mile race.
Nanette R. Blackiston
Wm. Lyon Phelps has said, “I love to teach as a painter loves to paint—as a singer loves to sing, as a strong man rejoices to run a race. Teaching is an art—an art so great and so difficult to master that a man or a woman can spend a long life at it, without realizing much more than his limitations and mistakes, and his distance from the ideal.”