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Cultivating Mathematical Hearts
Help students see their whole selves in the math they′re learning with culturally responsive teaching. Cultivating Mathematical Hearts: Culturally Responsive Mathematics Teaching in Elementary Classrooms, aims to re-center mathematics as a humanizing endeavor because putting children and their humanity at the heart of mathematics education can result in more engaged, meaningful, and joyful learning. This book introduces a model and a tool for Culturally Responsive Mathematics Teaching, constructed to create a safe, inclusive space where all learners can come together in their own educational journey and develop a love for math that centers their experiences and comes from the heart. Implem...
Julia Aguirre
La prensa de Granada, se hizo eco de que el padre de Ramón había sido detenido a su regreso de Rusia a Baza. Allí, invitado por el Comité Provincial del Partido Comunista de Granada, había asistido a unos cursillos de formación, conocimiento y difusiónde los logros revolucionarios. Dicen que era un señor, alto, muy delgado, moreno y debía de rondar los cuarenta años. El caso es que fue llegar a Baza, detenerlo la policía y llevárselo a Granada, de modo que solo lo conocí en fotografía. Pero yo esto no lo supe hasta que ya vivía con Ramón, con mi Ramón, que era hijo de este señor al que conocían aquí en el pueblo como el comunista.
Labor and Community
The emergence, maturity, and decline of the southern California citrus industry is seen here through the network of citrus worker villages that dotted part of the state's landscape from 1910 to 1960. Labor and Community shows how Mexican immigrants shaped a partially independent existence within a fiercely hierarchical framework of economic and political relationships. González relies on a variety of published sources and interviews with longtime residents to detail the education of village children; the Americanization of village adults; unionization and strikes; and the decline of the citrus picker village and rise of the urban barrio. His insightful study of the rural dimensions of Mexican-American life prior to World War II adds balance to a long-standing urban bias in Chicano historiography.
Transforming Mathematics Teacher Education
This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semester...
The Biocultural Consequences of Contact in Mexico
Examining the long-lasting effects of European colonization on Mexican populations The Biocultural Consequences of Contact in Mexico explores how Mexican populations have been shaped both culturally and biologically by the arrival of Spanish conquistadors and the years following the defeat of the Aztec empire in 1521. Contributors to this volume draw on a diverse set of methods from archaeology, bioarchaeology, genetics, and history to examine the response to European colonization, providing evidence for the resilience of the Mexican people in the face of tumultuous change. Essays focus on Central Mexico, Yucatan, and Oaxaca, providing a cross-regional perspective, and they highlight Mexican...
The Impact of Identity in K-8 Mathematics Learning and Teaching
Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics? This book invites K–8 teachers to reflect on their own and their students’ multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices: Going deep ...
From Out of the Shadows
Vicki L. Ruiz provides the first full study of Mexican-American women in the 20th century, in a narrative enhanced by interviews and personal stories that capture a vivid sense of the Mexicana experience in the United States. Beginning with the first wave of women crossing the border early this century, Ruiz reveals the struggles they have faced, the communities they have built, and also highlights the various forms of political protest they have initiated. What emerges from the book is a portrait of a distinctive culture in America that has slowly gathered strength in the last 95 years.
Science Education Towards Social and Ecological Justice
This book consists of stories of struggles in science education presented by a network of science educators working in Australia, Brazil, Canada, Britain, and the United States. The common goal of these educators is to produce more socially/ecologically just models and practices of science education. The book considers and reworks the key-terms of current social justice: agency, realism, justice, and power. Its first section explores re-inhabiting science in the quest for more just worlds including reterritorializing science within emergent theories of critical realism, engaging citizens activists with corporate science, and challenging neoliberalism and the forces that organize (structure) knowledge. The second section redefines praxis of science education itself through nuanced explorations of agency, decolonialism, and justice in ways that emphasize complexity, hybridity, ambivalence, and contradiction. The stories of this international group capture individual and collective efforts, motivated by a persistent sense that science and science education matter for questions of justice.
How We Think
Teachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? In How We Think, esteemed scholar and mathematician, Alan H. Schoenfeld, proposes a groundbreaking theory and model for how we think and act in the classroom and beyond. Based on thirty years of research on problem solving and teaching, Schoenfeld provides compelling evidence for a concrete approach that describes how teachers, and individuals more generally, navigate their way through in-the-moment decision-making in well-practiced domains. Applying his theoretical model to detailed representations and analyses of teachers at work as well as of professionals outside education, Schoenfeld argues that understanding and recognizing the goal-oriented patterns of our day to day decisions can help identify what makes effective or ineffective behavior in the classroom and beyond.
