Search results for: Wager Anita A.
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In this article, the authors examine how particular lived experiences influenced negotiation of the figured worlds participants inhabit and how that negotiation might contribute to the ways in which they took up certain issues, in this case equity in mathematics education. The authors identified two strands that ran through the findings: As teachers came to use a multicultural lens on their mathematics classrooms, they interacted with the figured world of equitable mathematics pedagogy in different ways; In considering sites for praxis, those teachers with more experience in multicultural education looked in and beyond their classrooms for change.
Updated: Feb. 15, 2016
This article reports on an analysis of scholarship published over the last 20 years in four journals, which examined the discourse in these journals around mathematical content and instructional strategies for preservice early childhood teachers. The analysis is focusing on the U.S. context. The findings revealed that attention to the context of early childhood education was minimal, largely as a result of a dominant focus on elementary education. This focus on elementary rather than early childhood showed up in greater attention to advanced content in mathematics and in an emphasis on formal over informal instructional methods.
Updated: Oct. 07, 2015