Show simple item record

Promoting Equity in the Math Classroom

dc.contributor.authorYen, Jessica
dc.descriptionTeaching and Learning Department Capstone Projecten_US
dc.description.abstractInequity in achievement and opportunities to learn mathematics among different subpopulations of students permeate every level of the United States education system: national, local, school, and even individual classrooms. In an effort to address such inequalities and respond to the recommendations made by the National Council of Teachers of Mathematics (NCTM) in their Standards documents (1989; 1991), many educators called for a necessary reform in math curriculum. This paper discusses the theory and support behind the development of two reform curricula: Interactive Mathematics Project (IMP) and College Preparatory Mathematics (CPM). The paper then evaluates and synthesizes the lessons learned from documented implementations of such reform-based curricula and personal experience. This literature review provides the basis for suggestions for promoting equitable learning opportunities for students in the practice of teaching math. The paper concludes with an example of an Algebra I instructional sequence and assessment on solving systems of linear equations demonstrating these principles of promoting equity in the math classroom.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectmathematics reformen_US
dc.subjectmathematics curriculumen_US
dc.subjectAlgebra Ien_US
dc.subject.lcshMathematics -- Study and teaching -- Curriculaen_US
dc.titlePromoting Equity in the Math Classroomen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

Files in this item


This item appears in the following Collection(s)

Show simple item record