Edited by: Na'ilah Suad Nasir, Carlos Cabana, Barbara Shreve, Estelle Woodbury, Nicole Louie
Publication Date: June 27, 2014
Series: Multicultural Education Series
In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, this volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development.
Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards.
Na’ilah Suad Nasir is the H. Michael and Jeanne Williams Chair of African American Studies, and holds the Birgeneau Chair in Educational Disparities in the Graduate School of Education at the University of California, Berkeley. Carlos Cabana spent his first 20 years of teaching at Railside High School where he also served as co-chair of the mathematics department. Barbara Shreve spent 10 years teaching mathematics at Railside and currently works as a math specialist in the Oakland Unified School District. Estelle Woodbury spent 8 years teaching mathematics at Railside and currently works as a math specialist in the Oakland Unified School District. Nicole Louie studies mathematics teaching and learning at the University of California, Berkeley.
Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, and Rachel A. Lotan
"Want to fix what's wrong with mathematics instruction in your school? Read this book."
—Phil Daro, Strategic Education Research Partnership
“Shows what it takes to create a climate that supports students and teachers in engaging in meaningful mathematical activity. Read it and learn.”
—Alan H. Schoenfeld, University of California, Berkeley
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