Integrating Professional Development on Mathematics and Equity
Countering Deficit Views of Students of Color
Bibliographic Data
| ID | 9728629 |
|---|---|
| Authors | Dan Battey (0000-0001-5847-512X, Rutgers, The State University of New Jersey, New Brunswick, USA, corresponding author), Megan L Franke (0000-0003-3956-0737, University of California, Los Angeles), Megan Franke (University of California, Los Angeles) |
| Year | 2015 |
| Volume | 47 |
| Issue | 4 |
| Pages | 433-462 |
| Publication date | 2015-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124513497788 |
| OpenAlex | W1988765030 |
| Language | EN |
| Citations received | 14 |
| References cited | 40 |
Research commonly finds that urban teachers bring deficit views about students of color with them into classrooms, and professional development efforts focused on this critical problem have been met with limited success. Therefore, scholars have called for work that integrates content and equity as a way to challenge teachers’ deficit views at the same time as they transform content instruction. However, few examples exist that describe how to do this. This article helps to fill this gap. Rather than a research paper, it conceptually details one perspective on integrating mathematics and equity within professional development for urban elementary teachers. The focus is to support teachers in gathering counter evidence to challenge dominant deficit narratives about students of color. This builds a teacher community that tells different stories as they develop their mathematics teaching. The authors use three vignettes from this work to illustrate the professional development perspective in action
Action research · Educational leadership · Equity (law · Faculty Development · Mathematics education · Narrative · Pedagogy · Perspective (graphical · Political science · Professional development · Professional learning community · Sociology · Teacher Leadership · Critical Race Theory in Education · Educational Environments and Student Outcomes · Mathematics · Psychology · Teacher Education and Leadership Studies
Teachers’ Mixed Implementation of Mindset Mathematics Practices During and After a Novel Approach to Teacher Learning
‘(Non)dance and (non)math people’
Critical Counter-Narrative as Transformative Methodology for Educational Equity
Supporting multilingual students from policy to practice
Latine Caregivers’ Approaches to Engaging Young Children in Mathematics
Identity-Blind Intervention
Anti-Racist and Ambitious Teaching in Math Classrooms
Acaletics ® and Predicting Mathematics Achievement With Racially Diverse and Economically Disadvantaged Students
Changes in Teachers’ Discourse About Students in a Professional Development on Learning Trajectories
Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching
Leading for Justice, Leading for Learning
Deficit narratives as teacher foils
Attention to Equity in Teacher Education Admissions Processes
What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective
Keepers of the American Dream
Mathematics Teaching and Learning in K-12
Colormute
Teacher Learning in Mathematics
Teachers’ Professional Development in a Climate of Educational Reform
It Doesn't Add up
Chapter 6
A Situated and Sociocultural Perspective on Bilingual Mathematics Learners
Other People's Children
The Evolution of Deficit Thinking
Other people's children
Racism Without Racists
Social Class and the Hidden Curriculum of Work
Teacher learning in the context of a video club
Assessing teachers' development of a constructivist view of mathematics learning
Access to Mathematics
Exposing Color Blindness/Grounding Color Consciousness
Windows into Diverse Worlds
Recall for confirming events
The Retrieval of Typical and Atypical Category Members
Developing Urban School Leaders
Urban High School Students' Academic Communities and Their Effects on Mathematics Success
Academic Performance of Immigrant and U.S.-Born Mexican Heritage Students
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching
The Academic Achievement of Adolescents from Immigrant Families
Critical race and LatCrit theory and method
A Closer Look at Black-White Mathematics Gaps
Critical Race Methodology
| Unique citing works | 14 |
|---|---|
| Citations per year | 1,56 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |