Peer reviewed
Direct linkERIC Number: EJ1372540
Record Type: Journal
Publication Date: 2022-Dec
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0025-5769
EISSN: EISSN-2330-0582
Available Date: N/A
Mathematical Discussions: Revealing Biases
Schmidt, Ashley; Rutledge, Treshonda; Fulton, Tandrea; Bush, Sarah B.
Mathematics Teacher: Learning and Teaching PK-12, v115 n2 p850-858 Dec 2022
The incorporation of intentional mathematical discussions can be used as a tool to increase engagement and ensure instruction is equitable. In this article, the authors share how the implementation of the five practices (Smith and Stein 2011) can reveal potential implicit biases during critical instructional moments, and they provide tools and strategies to combat inequities.
Descriptors: Mathematics Instruction, Learner Engagement, Equal Education, Educational Practices, Teaching Methods, Discussion (Teaching Technique), Goal Orientation, Task Analysis, Elementary School Students, Classroom Communication, Middle School Students, Teacher Student Relationship
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
