• Research in Mathematical Education
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• v.25 no.3
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• pp.201-225
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• 2022

This paper details case study vignettes that focus on enhancing the teaching and learning of geometry and measurement in the elementary grades with attention to pedagogical practices for teaching through problem solving with rigor and centering equitable teaching practices. Rigor is a matter of equity and opportunity (Dana Center, 2019). Rigor matters for each and every student and yet research indicates historically disadvantaged and underserved groups have more of an opportunity gap when it comes to rigorous mathematics instruction (NCTM, 2020). Along with providing a conceptual framework that focuses on the importance of equitable instruction, our study unpacks ways teachers can leverage their deep understanding of geometry and measurement learning trajectories to amplify the mathematics through rigorous problems using multiple approaches including learning by doing, challenged-based and mathematical modeling instruction. Through these vignettes, we provide examples of tasks taught through rigorous problem solving approaches that support conceptual teaching and learning of geometry and measurement. Specifically, each of the three vignettes presented includes a task that was implemented in an elementary classroom and a vertically articulated task that engaged teachers in a professional learning workshop. By beginning with elementary tasks to more sophisticated concepts in higher grades, we demonstrate how vertically articulating a deeper understanding of the learning trajectory in geometric thinking can add to the rigor of the mathematics.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.349-360
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• 2016

This cross-national study examines the similarities and differences between Korean and U.S. pre-service teachers' views on equitable mathematics teaching. Pre-service teachers enrolled in mathematics education courses at the two sites (Korea, n=51; U.S., n=33) were administered a survey consisting of the following: (a) items about pre-service teachers' views on equity relative to mathematical ability, classroom policies and practices, and access to learning opportunities, (b) items about pre-service teachers' agreement in their views on recommended practices, and (c) items about participants' past learning experiences in an equitable learning environment as students. Similarities were found between the sites regarding the following: (a) advocating for equitable mathematics teaching, and (b) conceptualizing equitable teaching as a way to support the learning of less capable students. Differences were found with regard to nurturing growth mindsets in mathematics; positioning toward equal opportunities and outcomes in learning; and relating to grouping as collaborative learning strategies.

• Research in Mathematical Education
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• v.26 no.1
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• pp.39-43
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• 2023

Choosing to See: A Framework for Equity in the Math Classroom is a book intended to be a practical tool for teachers to build empowering mathematics classrooms for their students from marginalized groups. Pamela Seda and Kyndall Brown provide concrete guidance using seven key principles, the ICUCARE (pronounced "I See You Care") Equity Framework, to provide a pathway for teachers for how to meaningfully make their classrooms a more equitable space for all students.

• School Mathematics
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• v.13 no.1
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• pp.37-63
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• 2011

This research had investigated the teaching practice in the mathematics classrooms with immigrant students to describe how effectively mathematics teachers create inclusive learning environment of mathematics. The analysis of the data from the elementary schools suggests that teaching practice in the class was consistent to the criteria for 'contextualization of students' lived experience' and 'mathematical conversation'. However, while the quantitative results suggested that the teachers showed high expectation to their students in their teaching, the qualitative analysis revealed the teacher's beliefs and attitudes against providing equitable educational opportunity for every student. In the middle school classrooms, it was found that the teaching practices were not compatible to the goals of multicultural mathematics education. The analysis of the survey data regarding teachers' multicultural competence suggests that the teachers possessed rather advan]ced understanding of multicultural mathematics education but they need materials and pedagogy for classroom teaching from multicultural perspectives.

• East Asian mathematical journal
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• v.33 no.4
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• pp.333-351
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• 2017

Schools are expected to ultimately moderate the difference of inequality issues among social groups and reduce the achievement gaps. This study investigates this expectation, in particular, how students' mathematics achievements are influenced by their parents' education at the individual level and by collective responsibility for teaching at the school level as well as the interaction of the two. Using a two-level hierarchical linear model, this study indicates that a school collective responsibility has a larger positive effect on students' mathematics achievement when their parents' education level is high. This means that school's collective responsibility accelerates inequity in students' mathematics achievement. Knowing that collective responsibility has less of an effect on students whose parents' education is not high, researchers, schools, and school districts should continue to search for school effects that have more of a positive impact on the relationship between mathematics achievement for students whose parents' education is not high in order to have more equitable results for all students.

• Research in Mathematical Education
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• v.22 no.1
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• pp.19-33
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• 2019

While the field of mathematics education strives to promote equitable mathematics learning and identifies it as a core instructional practice, less is known about its effective enactment. As teachers' teaching practices are dependent on their views and beliefs, this study investigated 133 elementary pre-service teachers' (PSTs') interpretations of diverse learners' learning experiences and proposed accommodations for them as reflected in their lesson planning process. Findings showed that PSTs came up with some strategies that are often suggested in teacher education literature, such as using multiple modes of representation and various grouping strategies. However, their responses were generic in nature rather than specific to diverse learners. Also, it was noted that many PSTs' interchangeably referred to the English Language Learners (ELLs), struggling learners, and culturally diverse learners, inferring that they thought that culturally diverse students must have been ELLs and that ELLs or culturally diverse students must have been weaker students in math. We found that the PSTs used their own frames while filtering and discarding information about diverse student populations to develop instructional plans, rather than based on the results of assessments of learning. We suggest that it is the critical first step to unwrap PSTs' unproven assumptions to better equip them for working with all of their future students.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.71-86
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• 2023

In this paper, we sought for instructional methods to guarantee equitable access to successful mathematics learning for students with a low economic status. For the purpose, we analyzed the PISA2012 data to investigate the effect of diversity-inclusive instruction and teacher-student relationship on mathematics achievement of Korean students with a low economic status. The analysis showed that there was a positive correlation between diversity-inclusive instruction and the mathematics achievement of the students. In addition, it indicated a partial mediating effect of teacher-student relationship between diversity-inclusive instruction and the mathematics achievement of the students. Further analysis is necessary to examine the effect of diversity-inclusive instruction on the achievement of students from deprived backgrounds. Based on the results, we discuss the implications for the improvement of mathematics instruction to guarantee educational equity for all students.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.431-455
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• 2014

The purpose of this study was to suggest methods to apply generalizability theory to mathematics teacher evaluation using classroom observations in Korea by analysing mathematics teachers in the U.S. using the instructional quality of assessment instrument as an illustrative example. The subjects were 96 teachers participating in Year 3 and Year 4 from the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) project funded by the National Science Foundation since 2007. The MIST project investigates the following question: What does it takes to support mathematics teachers' development of ambitious and equitable instructional practices on a large scale (MIST, 2007). This study examined data based on both the univariate generalizability analysis using GENOVA program and the multivariate generalizability analysis using mGENOVA program. Specifically, this study determined the relative effects of each error source and investigated optimal measuring conditions to obtain the suitable generalizability coefficients. The methodology applied in this study can be utilized to find effective optimal measurement conditions for the mathematics teacher evaluation for professional development in Korea. Finally, this study discussed limitations of the results and suggested directions for future research.