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RT8 - Bridging the Gap Between Content and Issues of...

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Bridging the Gap Between Content and Issues of Educational Equity: Insights from a Secondary Mathematics Methods Course Lecretia A. Buckley, Ph.D. Jackson State University Jackson, MS November 8, 2008
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Acknowledgement Data analysis for this research project was supported by the Jackson State University Center for University Scholars, Summer 2008.
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Background/Rationale Shortage of mathematics teachers Limited diversity among newly certified teachers Long-standing achievement gap More diverse student population Pre-service teachers’ lack of conceptual understanding Pre-service teachers’ hesitancy with issues of diversity, equity, or social justice
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Two Critical Issues 1. Lack of conceptual understanding of fundamental concepts 2. Uneasiness to engage social issues in a mathematics education context
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Research Study Context - Secondary Mathematics Methods Course - Junior or seniors, mathematics education major - Large, predominately White institution
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Course Goals - Development of understanding of how students learn - Varied pedagogical strategies to promote conceptual understanding - Development of understanding of the scope and alignment of the school mathematics curriculum - Development of content knowledge - Development of strategies and dispositions to support effective teaching of diverse students
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Research Study Research Questions 1. What is the participant’s conception of equity? 2. What is the participant’s expectations for diverse students? 3. What is the participant’s reaction to the mathematical tasks?
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Research Study Theoretical Perspective Assumption: Conception of equity impacts pedagogical and curricular decisions
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