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المحتويات / النص
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Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
PART 1: ISSUES AND PERSPECTIVES
1. Mathematics for All Students: Access, Excellence, and Equity . . . 1
Lucille Croom
Hunter College of the City University of New York, New York, New York
2. In Addition to the Mathematics: Including Equity Issues
in the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Marilyn Frankenstein
University of Massachusetts—Boston, Boston, Massachusetts
3. Including African American Students in the
Mathematics Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Carol E. Malloy
University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
4. Teaching Mathematics in a Multicultural Classroom:
Lessons from Australia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Jan Thomas
Victoria University of Technology, Melbourne, Victoria, Australia
5. Class Matters: A Preliminary Excursion . . . . . . . . . . . . . . . . . . . . 46
Sarah Theule Lubienski
Michigan State Univesity, East Lansing, Michigan
PART 2: CLASSROOM CULTURES
6. Teacher Questions + Student Language + Diversity =
Mathematical Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Patricia F. Campbell
University of Maryland at College Park, College Park, Maryland
Thomas E. Rowan
Montgomery County Public Schools, Rockville, Maryland
7. Students’ Voices: African Americans and Mathematics . . . . . . . . 71
Erica N. Walker
Wake Forest University, Winston-Salem, North Carolina
Leah P. McCoy
Wake Forest University, Winston-Salem, North Carolina
iv
8. Sí Se Puede, “It Can Be Done”: Quality Mathematics in
More than One Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Alfinio Flores
Arizona State University, Tempe, Arizona
9. Making Mathematics Accessible to Latino Students:
Rethinking Instructional Practice . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Lena Licón Khisty
University of Illinois at Chicago, Chicago, Illinois
10. Uncovering Bias in the Classroom—a Personal Journey. . . . . . . 102
Maryann Wickett
Paloma Elementary School, Encinitas, California
11. Creating a Gender-Equitable Multicultural Classroom
Using Feminist Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Judith E. Jacobs
Center for Education and Equity in Mathematics, Science, and Technology,
California State Polytechnic University, Pomona, Pomona, California
Joanne Rossi Becker
San Jose State University, San Jose, California
12. Using Ethnomathematics as a Classroom Tool . . . . . . . . . . . . . . 115
Joanna O. Masingila
Syracuse University, Syracuse, New York
K. Jamie King
Lemon Bay High School, Englewood, Florida
PART 3: CURRICULUM, INSTRUCTION, AND ASSESSMENT
13. The History of Mathematics: A Journey of Diversity . . . . . . . . . 121
Frank Swetz
Penn State Harrisburg, Middletown, Pennsylvania
14. Integrating with Integrity: Curriculum, Instruction, and
Culture in the Mathematics Classroom . . . . . . . . . . . . . . . . . . . . 131
Ellen Davidson
Simmons College, Boston, Massachusetts
Leslie Kramer
Haggerty School, Cambridge, Massachusetts
15. Integrating Mathematics with Community Service . . . . . . . . . . 142
Gwendolyn Clinkscales
IS 218M School, New York, New York
Claudia Zaslavsky
Mathematics Education Consultant, New York, New York
CONTENTS
v
16. The Gift of Diversity in Learning through
Mathematical Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
John C. Moyer
Marquette University, Milwaukee, Wisconsin
Jinfa Cai
University of Delaware, Newark, Delaware
Joan Grampp
South Division High School, Milwaukee, Wisconsin
17. Dialectal Variations in the Language of Mathematics—
a Source for Multicultural Experiences . . . . . . . . . . . . . . . . . . . . 164
Héctor Hirigoyen
Dade County Public Schools, Miami, Florida
18. Integrating Mathematics and American Indian Cultures . . . . . . 169
Lyn Taylor
University of Colorado at Denver, Denver, Colorado
19. Grounded Practice: Lessons in Anasazi Mathematics
Emerging from the Multicultural Classroom. . . . . . . . . . . . . . . . 177
Clo Mingo
University of New Mexico, Albuquerque, New Mexico
20. Know Thyself: The Evolution of an Intervention
Gender-Equity Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Trish Koontz
Kent State University, Kent, Ohio
21. Assessment and Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Terri Belcher
EQUALS, Lawrence Hall of Science, University of California at Berkeley, Berkeley,
California
Grace Dávila Coates
EQUALS, Lawrence Hall of Science, University of California at Berkeley, Berkeley,
California
José Franco
EQUALS, Lawrence Hall of Science, University of California at Berkeley, Berkeley,
California
Karen Mayfield-Ingram
EQUALS, Lawrence Hall of Science, University of California at Berkeley, Berkeley,
California
PART 4: PROFESSIONAL DEVELOPMENT
22. Reshaping Perspectives on Teaching Mathematics in
Diverse Urban Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Paulette C. Walker
University of South Florida, Tampa, Florida
Michaele F. Chappell
University of South Florida, Tampa, Florida
CONTENTS
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23. Microinequity Skits: Generating Conversation about
Gender Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Catherine Anne Wick
Saint Cloud State University, Saint Cloud, Minnesota
Patricia Clark Kenschaft
Montclair State College, Upper Montclair, New Jersey
24. Communication Strategies to Support Preservice Mathematics
Teachers from Diverse Backgrounds . . . . . . . . . . . . . . . . . . . . . . 214
Rheta N. Rubenstein
University of Windsor, Windsor, Ontario
25. Building Bridges between Diverse Families and the Classroom:
Involving Parents in School Mathematics . . . . . . . . . . . . . . . . . . 222
Dominic Peressini
University of Colorado at Boulder, Boulder, Colorado
26. Mathematically Empowering Urban African American
Students through Family Involvement . . . . . . . . . . . . . . . . . . . . . 230
Marilyn Strutchens
University of Maryland at College Park, College Park, Maryland
Debbie Thomas
Indiana University–Purdue University at Indianapolis, Indianapolis, Indiana
Fran Davis Perkins
University of Alabama, Tuscaloosa, Alabama
PART 5: FUTURE DIRECTIONS
27. The Complexity of Teaching for Gender Equity. . . . . . . . . . . . . 236
Rebecca Ambrose
Wisconsin Center for Educational Research, University of Wisconsin—Madison,
Madison, Wisconsin
Linda Levi
Wisconsin Center for Educational Research, University of Wisconsin—Madison,
Madison, Wisconsin
Elizabeth Fennema
Wisconsin Center for Educational Research, University of Wisconsin—Madison,
Madison, Wisconsin
28. Diversity, Equity, and Peace: From Dream to Reality . . . . . . . . 243
Ubiratan D’Ambrosio
Universidade Estadual de Campinas (retired), Campinas, Brazil
CONTENTS
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