When Critical Multiculturalism Meets Mathematics
A Mixed Methods Study of Professional Development and Teacher Identity
1st Edition
Published on 14. December 2015
190 pages
979-8-216-31897-2 (ISBN)
Description
When Critical Multiculturalism Meets Mathematics details the development and outcomes of a teacher professional development project that merged multiculturalism and mathematics. In six compact chapters the authors describe the impetus for their multi-year project and present rich case studies of nine teacher participants. The cases stand alone as compelling reading, yet Marshall et al. extend beyond their distinctiveness to explain the statistical data related to the project's broader impact. Emphasizing both qualitative and quantitative findings makes this bookideal for novice researchers interested in mixed method study. Likewise, the authors unveil the anatomy and a few complexities of conducting research in the real world contexts of schools including participant recruitment and resolution of unanticipated matters that can arise within research teams. A unique twist in the final chapter is Marshall et al.'s critique of their own missteps as researchers, which are used skillfully and unobtrusively to proffer tips for future studies. They conclude by theorizing affirmed intersectionality, identified as the critical element that facilitated teachers' recognition and acceptance of the compatibility between the study's two components.
More details
Edition
1. Auflage
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
ISBN-13
979-8-216-31897-2 (9798216318972)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Patricia L. Marshall | Jessica T. DeCuir-Gunby | Allison W. McCulloch
When Critical Multiculturalism Meets Mathematics
A Mixed Methods Study of Professional Development and Teacher Identity
Book
12/2015
Rowman & Littlefield Publishers
€90.50
Shipment within 10-20 days
Persons
Dr. Patricia L. Marshall is professor of multicultural studies in the Department of Teacher Education and Learning Sciences at NC State University. She is interested in the impact of elements of culture including race, class, language on the teaching-learning process and the acquisition of cross-cultural competency.
Dr. Jessica T. DeCuir-Gunby is an associate professor of educational psychology and University Faculty Scholar in the Department of Teacher Education & Learning Sciences at NC State University. Her research interests include race and racial identity development, critical race theory, mixed methods research, and emotions in education.
Dr. Allison W. McCulloch is associate professor of mathematics education in the Department of STEM Education at NC State University. Her research focuses on the role of culture and affect in mathematics teaching and learning.
Dr. Jessica T. DeCuir-Gunby is an associate professor of educational psychology and University Faculty Scholar in the Department of Teacher Education & Learning Sciences at NC State University. Her research interests include race and racial identity development, critical race theory, mixed methods research, and emotions in education.
Dr. Allison W. McCulloch is associate professor of mathematics education in the Department of STEM Education at NC State University. Her research focuses on the role of culture and affect in mathematics teaching and learning.
Content
Dedication
List of Tables, Figures, and Appendices
Chapter 1: Multicultural Education and High Quality Mathematics Teaching
Chapter 2: Beyond Licensure Renewal Credits in Teacher Professional Development
Chapter 3: Math Learners and Cultural Beings: K-2 Teachers As Dreamkeepers
Chapter 4: Dreaming A Bigger Dream: The Primary Case Teachers
Chapter 5: A Theory/Practice Chasm: The Secondary Case Teachers
Chapter 6: Toward A Liberating Professional Identity
Appendix A
Appendix B
Appendix C
Appendix D: Teachers Dispositions Survey
Appendix E: Sample Items from the NMD Student Mathematics Surveys
Appendix F: Additional Findings from the Teacher Mathematics Questionnaire (TMQ)
Acknowledgments
About the Authors
Index
List of Tables, Figures, and Appendices
Chapter 1: Multicultural Education and High Quality Mathematics Teaching
Chapter 2: Beyond Licensure Renewal Credits in Teacher Professional Development
Chapter 3: Math Learners and Cultural Beings: K-2 Teachers As Dreamkeepers
Chapter 4: Dreaming A Bigger Dream: The Primary Case Teachers
Chapter 5: A Theory/Practice Chasm: The Secondary Case Teachers
Chapter 6: Toward A Liberating Professional Identity
Appendix A
Appendix B
Appendix C
Appendix D: Teachers Dispositions Survey
Appendix E: Sample Items from the NMD Student Mathematics Surveys
Appendix F: Additional Findings from the Teacher Mathematics Questionnaire (TMQ)
Acknowledgments
About the Authors
Index
