Promoting Equity in the Math Classroom

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dc.contributor.author Yen, Jessica
dc.date.accessioned 2011-11-30T20:54:18Z
dc.date.available 2011-11-30T20:54:18Z
dc.date.issued 2011-07-15
dc.identifier.uri http://hdl.handle.net/1803/4966
dc.description Teaching and Learning Department Capstone Project en_US
dc.description.abstract Inequity 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.language.iso en_US en_US
dc.publisher Vanderbilt University. Peabody College en_US
dc.subject equity en_US
dc.subject mathematics reform en_US
dc.subject mathematics curriculum en_US
dc.subject Algebra I en_US
dc.subject.lcsh Mathematics -- Study and teaching -- Curricula en_US
dc.title Promoting Equity in the Math Classroom en_US
dc.type Capstone en_US
dc.description.college Peabody College of Education and Human Development en_US
dc.description.department Department of Teaching and Learning en_US

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