Category Archives: pedagogy/teaching practices

Getting the Most Out of a Test

Examples of questions that we’ve used in the past and present to help us better assess what our students understand. Website:  https://sergtpeppa.wordpress.com/2016/01/16/creating-balance-in-an-unjust-world-2016/ Resources: PRESENTATION: https://docs.google.com/presentation/d/1HvKw01xSfZRNa3A4onJepbw3D0aa_QHhXP-2eAQVcUQ/edit?usp=sharing DOWNLOAD: http://www.creatingbalanceconference.org/resources/wp-content/uploads/formidable/Story-1-Examples-of-generative-vs.-non-generative.docx DOWNLOAD: http://www.creatingbalanceconference.org/resources/wp-content/uploads/formidable/Story-2-Question-Type-Chart.docx DOWNLOAD: http://www.creatingbalanceconference.org/resources/wp-content/uploads/formidable/Story-3-Group-Test-Review-Day-Individual-Test-Sample-Cycle.docx

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Addressing Dilemmas of Social Justice Mathematics Instruction through Collaboration of Students, Educators and Researchers

Social justice mathematics educators explicitly aim to develop students’ sociopolitical consciousness in addition to teaching mathematics content (Gutiérrez 2013; Gutstein 2006). Sociopolitical consciousness refers to Paulo Freire’s (1970) concept of conscientização, or learning to perceive social, political, and economic contradictions … Continue reading

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Why Mathematics Teachers Need Political Knowledge

This is a short article that covers some of the material presented in the keynote address of the 2013 conference. It highlights some of the ways that mathematics is political and teaching is political. Download PDF

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Equity for underserved students: Using place-based mathematics in the classroom

Place-based education, which connects issues of local relevance to educational goals, can engage and inspire students of mathematics. However, examples of curricula are not widely distributed and are difficult to find. In this interactive session, several examples of place-based mathematics … Continue reading

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