Annotated Bibliography
- Bahr, Damon. "Engaging All Students in Mathematical Discussions." Teaching Children Mathematics, vol. 23, no. 6, 2017, pp. 350-359.
- This source supports my vision of increasing student voice in the classroom. It sheds light on how nuanced mathematical discussions can be. Mathematical discussions, if not facilitated effectively can actually perpetuate issues of status in the classroom. That is why this article is focused on mathematical discussions for all students.
- Boaler, Jo. Mathematical Mindsets. San Francisco, Jossey-Bass, 2016.
- This source is important to several aspects of my vision. It provides the framework for my understanding of growth mindset and its positive impact on math learning. Additionally, this source provides frameworks for norms for a math classroom, high-level tasks, and student discourse/voice.
- Childs, Kristopher J., "Good Mathematics Teaching is NOT Telling, it is Facilitating." Dimensions in Mathematics, vol. 38, no. 1, 2018, pp. 14-15.
- This source provides a background of the Gradual Release of Responsibility model (I-do We-do You-do model) and reasons why it is not suitable for a math classroom. This source also provides evidence and support for why a flipped model, such as the one I propose in my vision is more appropriate for a math classroom. The article also addresses the teacher-centered and student-centered nature of the both of the respective models.
- Freire, Paulo. Pedagogy of the Oppressed. New York, Bloomsbury Academic, 2018.
- Paulo Freire's Pedagogy of the Oppressed provides an effective framework for helping shape my equity lens around education. His ideas emphasize the move away from the "banking method", and pushes for instruction where students are co-creators of their own knowledge and have opportunities to think critically.
- Gorski, Paul. Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap. New York, Teachers College Press, 2018
- This work also shapes my equity lens. Specifically, Gorski provides information about the inequalities in American educational. Gorski takes a critical stance on teaching students in poverty, advocating that there is not a deficit in the students, but rather that the structures and systems in place do not provide equal opportunities for all students which in turn leads to disparities in educational achievement. Within this book, Gorski details Equity Literacy and Structural Ideology, two of the frameworks with which my vision is grounded.
- Hiebert, James. Making Sense: Teaching and Learning Mathematics with Understanding. Heinneman, 1997.
- This source provides the foundation for one of the components of my vision: Tasks. Hiebert explains the importance of high-level tasks in mathematics teaching and learning. He goes on to describe features that make high-level tasks, and the effects that high-level tasks have on students' mathematical understanding and learning.
- Kazemi, Elham, and Allison Hintz. Intentional Talk: How to Structure and Lead Productive Mathematical Discussions. Portland, Steinhouse, 2014.
- This source emphasizes the importance of student voice, one of the components of my vision. It also provides strategies that teachers can implement that can help increase student voice in the classroom
- National Council of Teachers of Mathematics. Principles to Actions: Ensuring Mathematical Success for All. Reston, The National Council of Teachers of Mathematics, Inc. 2019.
- This source supports my vision in all four components as well as in my equity framework. This source provides details about research-based practices regarding tasks, learning goals, norms/expectations, and student voice.
- Smith, Margaret and Stein Mary Kay. 5 Practices for Orchestrating Productive Mathematical Discussions. Reston, The National Council of Teachers of Mathematics, Inc. 2018.
- Areas of learning goals, tasks, student voice, and norms/expectations are all addressed in this book. It provides insights and examples of ways teachers can facilitate meaningful mathematical discussion in the classroom.
Additional References
- Mueller, Mary F. and Maher, Carolyn A. "Promoting Equity Through Reasoning." Teaching Children Mathematics, 2010, pp. 540-547.
- National Assessment of Educational Progress. National Center for Educational Statistics. https://nces.ed.gov/nationsreportcard/. Accessed 11 March 2020.
- Ghousseini, Hala; Lord, Sarah; and Aimee Cardon. "Supporting Math Talk in Small Groups." Teaching Children Mathematics, vol. 23, no. 7, 2017, pp. 422-428.
- Baldinger, Erin E.; Selling, Sarah Kate; and Virmani, Rajeev. "Supporting Novice Teachers in Leading Discussions That Reach a Mathematical Point: Defining and Clarifying Mathematical Ideas." Mathematics Teacher Educator, vol. 5, no. 1, 2016, pp. 8-28
- Hodge, Lynn Liao and Walther, Ashley. "Building a Discourse Community: Initial Practices." Mathematics Teaching in Middle School, vol. 22, no. 7, 2017, pp. 431-437.
- Gutstein, Eric; Middleton, James A.; Fey, James T... "Equity in School Mathematics Education: How Can Research Contribute?" Journal for Research in Mathematics Education, vol. 36, no. 2, 2005, pp. 92-100.
- Krall, Geoff. Emergent Math. https://emergentmath.com/. Accessed 10 March 2020.
- Munter, Charles. "Developing Visions of High-Quality Math Instruction". Journal for Research in Mathematics Education, Vol. 45, No. 5, 2014 , pp.584–635.