Author : Jessica White
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (137 download)
Book Synopsis Shifting Beliefs and Perceptions to Equity-oriented Mathematics Instructions by : Jessica White
Download or read book Shifting Beliefs and Perceptions to Equity-oriented Mathematics Instructions written by Jessica White and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent studies have identified that there are significant inequities found amongst student achievement in secondary mathematics. Many scholars have discussed the need to implement more equitable teaching practices within secondary classrooms across the United States (Aguirre et al., 2013; Graham et al., 2018; Leinwand et al., 2014). Such practices can have significant impacts, such as increases in mathematical proficiency and access to high-quality mathematics instruction. Equity-oriented mathematics practices include going deep with mathematics, leveraging multiple mathematical competencies, challenging spaces of marginality, affirming mathematics learners’ identities, and drawing on multiple resources of knowledge (Aguirre et al., 2013). Incorporating such equitable practices in districts, schools, and classrooms could reduce inequities found in student achievement. Effective professional learning is needed in order to implement these equity-oriented practices into daily mathematics instruction at the secondary level. The purpose of this mixed methods case study was to investigate how professional learning can support shifting teachers’ beliefs and perceptions around equity-oriented mathematics instruction and support teachers in actualizing these practices in their classrooms. A total of eleven teachers from a suburban school district participated in this study, in which they engaged in a year-long professional learning series geared towards adopting a new curriculum that supports all students. Three themes emerged from this study: (1) initial beliefs and perceptions, (2) vehicle to change, and (3) subsequent beliefs and perceptions. Findings included that there were two teachers that accepted the shifts in pedagogy while nine teachers remained resistant towards the shift. Thus, some teachers were ready to implement these practices in their classrooms while others needed additional support.