What counts and how: Mathematics teaching in culturally, linguistically, and socioeconomically diverse urban settings

Urban Review

Volumn 34, Issue 3, 2002, Pages 179-204

  Cahnmann, Melisa S ^a   Remillard, Janine T ^b,c  

^a UNIVERSITY OF GEORGIA   (United States)

^b UNIVERSITY OF PENNSYLVANIA   (United States)

^c UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

Bilingual education; Culturally responsive teaching; Mathematics education; Mathematics reform; Urban education

Indexed keywords

EID: 37249079782     PISSN: 00420972     EISSN: 15731960     Source Type: Journal    
DOI: 10.1023/A:1020619922685     Document Type: Article

References (41)

1. Au, K. H. (1980). Participation structures in a reading lesson with Hawaiian children: Analysis of a culturally appropriate instructional event. Anthropology and Education Quarterly 11(2): 91-115.
2. Ball, D. L. (1989). Breaking with Experience in Learning to Teach Mathematics: The Role of a Preservice Methods Course (Issue Paper 89-10). East Lansing: National Center for Research on Teacher Education, Michigan State University.
3. Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. Elementary School Journal 93(4): 373-397.
4. Cahnmann, M. (1998). Over 30 years of language-in-education policy and planning: Potter Thomas Bilingual School in Philadelphia. Bilingual Research Journal, 22(1), 65-81.
5. Cahnmann, M. & Hornberger, N. H. (2000). Understanding what counts: Issues in language, culture, and power in mathematics instruction and assessment. Educators for Urban Minorities, 1(2), 39-52.
6. Campbell, P. F., and White, D. Y. (1997). Project IMPACT: Influencing and supporting teacher change in predominantly minority schools. In E. Fennema and B. S. Nelson (Eds.), Mathematics Teachers in Transition (pp. 309-355). Mahwah, NJ: Erlbaum.
7. Cazden, C. (1988). Classroom Discourse: The Language of Teaching and Learning. Portsmouth, NH: Heinemann.
8. Delpit, Lisa. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review 58(3): 280-298.
9. Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of Research in Teaching (3rd ed.). New York: Macmillan.
10. Erickson, F. (1996). Transformation and school success: The politics and culture of educational achievement. In E. Jacob and C. Jordan (Eds.), Minority Education: Anthropological Perspectives (pp. 27-52). Norwood, NJ: Ablex.
11. Erickson, F., and Shultz, J. (1982). The Counselor as Gatekeeper. New York: Academic.
12. Foster, M. (1989). Talking that talk: The language of control, curriculum, and critique. Linguistics and Education 7: 129-150.
13. Gutstein, E., Lipman, P., Hernandez, P., and de los Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education 28(6): 709-737.
14. Heath, S. (1983). Ways with Words. Cambridge, UK: Cambridge University.
15. Hornberger, N. H. (1990). Creating successful learning contexts for bilingual literacy. Teachers College Record 92(2): 212-229.
16. Hornberger, N. H. (1991). Extending enrichment bilingual education: Revisiting typologies and redirecting policy. In O. García (Ed.), Bilingual Education: Fousschrift in Honor of Joshua A. Fishman on the Occasion of his 65th Birthday (pp. 215-340). Philadelphia: John Benjamins.
17. Khisty, L. L. (1995). Making inequality: Issues of language and meanings in mathematics teaching with Hispanic students. In W. G. Secada, E. Fennema, and L. B. Adajian (Eds.), New Directions for Equity in Mathematics Education. Cambridge, UK: Cambridge University.
18. Knapp, M. S., and Associates. (1995). Teaching for Meaning in High-Poverty Classrooms. New York: Teachers College.
19. Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass.
20. Ladson-Billings, G. (1995). Making mathematics meaningful in multicultural contexts. In W. G. Secada, E. Fennema, and L. B. Adajian (Eds.), New Directions for Equity in Mathematics Education (pp. 126-145). Cambridge: Cambridge University Press.
21. Lampert, M. (1990). When the problem is not the question and the answer is not the solution: Mathematical knowing and teaching. American Education Research Journal 27: 29-64.
22. McDermott, R. P., and Gospodinoff, K. (1981). Social contexts for ethnic borders and school failure. In H. T. Trueba, G. P. Guthrie, and K. Hu-Pei Au (Eds.), Culture and the Bilingual Classroom: Studies in Classroom Ethnography. Rowley, MA: Newbury House.
23. National Council of Teachers of Mathematics. (1989). The Curriculum and Evaluation Standards for School Mathematics. Reston, VA: Author.
24. National Council of Teachers of Mathematics. (2000). The Principles and Standards for School Mathematics. Reston, VA: Author.
25. National Research Council. (1989). Everybody Counts: A Report to the Nation on the Future of Mathematics Education. Washington, DC: Author.
26. Peressini, D. (1997). Building bridges between diverse families and classrooms: Involving parents in school mathematics. In J. Trentacosta (Ed.), Multicultural and Gender Equity in the Mathematics Classroom: The Gift of Diversity (pp. 222-229). Reston, VA: National Council of Teachers of Mathematics.
27. Remillard, J. (1993, April). Using experience to break from experience: An elementary mathematics methods course. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
28. Remillard, J. T. (1996). Changing texts, teachers, and teaching: The role of textbooks in reform in mathematics education. Unpublished doctoral dissertation. East Lansing, MI: Michigan State University.
29. Remillard, J. T. (2000). Prerequisites for learning to teach mathematics in multicultural contexts. In W. G. Secada (Ed.), Changing the faces of mathematics: Perspectives on multiculturalism and gender equity (pp. 125-136). Reston, VA: NCTM.
30. Ruiz, Richard. (1984). Orientations in language planning. NABE Journal 8(2): 15-34.
31. Seidman, I. E. (1991). Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. New York: Teachers College Press.
32. Shultz, J. J., Florio, S., and Erickson, F. (1982). Where's the floor? Aspects of the cultural organization of social relationships in communication at home and in school. In P. Gilmore and A. Glatthorn (Eds.), Children in and out of School (pp. 88-123). Washington, DC: Center for Applied Linguistics.
33. Silver, E. A., Smith, M. S., and Nelson, B. S. (1995). The QUASAR project: Equity concerns meet mathematics education reform in the middle school. In W. G. Secada, E. Fennema, and L. B. Adajian (Eds.), New Directions for Equity in Mathematics Education (pp. 9-56). Cambridge, UK: Cambridge University Press.
34. Sleeter, C. E. (1997). Mathematics, multicultural education, and professional development. Journal for Research in Mathematics Education 28(6): 680-696.
35. Stein, M. K., Grover, B. W., and Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal 33(2): 455-488.
36. Tate, W. F. (1997). Race-ethnicity, SES, gender, and language proficiency trends in mathematics achievement: An update. Journal for Research in Mathematics Education 28(6): 652-679.
37. Tharp, R., and Gallimore, R. (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge, UK: Cambridge University Press.
38. Theule Lubienski, S. (1996). Mathematics for All? Examining Issues of Class in Mathematics Teaching and Learning. Unpublished doctoral dissertation, Michigan State University, East Lansing.
39. Vogt, L. A., Jordan, C., and Tharp, R. G. (1996). Explaining school failure, producing school success: Two cases. In E. Jacob and C. Jordan (Eds.), Minority Education: Anthropological Perspectives. Norwood, NJ: Ablex.
40. Yackel, E., and Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education 27(4): 458-477.
41. Zeichner, K. (1996). Educating teachers to close the achievement gap: Issues of pedagogy, knowledge, and teacher preparation. In B. Williams (Ed.), Closing the Achievement Gap. Alexandria, VA: Association for Supervision and Curriculum Development.