nctm:
Current mathematics education research is used to frame equity-based teaching practices through three lenses useful for building one’s teaching: reflecting , noticing , and engaging in community .
Reflecting . Equity-based teaching requires a substantial amount of reflection, which involves not just reflecting on your pedagogy and your classroom norms, but also considering how you identify yourself and how others identify you (Crockett, 2008; Gutiérrez, 2013b; Walshaw, 2010).
Noticing . Noticing generally refers to paying attention to students’ mathematical thinking (Jacobs, Lamb, & Philipp, 2010), yet it is a crucial skill for equity-based teaching; noticing helps teachers pay attention to how students position and identify themselves and each other (Wager, 2014).
Engaging in Community . Community engagement is powerful, in all aspects of teaching. While there are many ways to engage in your multiple communities, we highlight two specific communities here: your classroom and your teaching community.
Related: Madison’s math task force [Report] and the use of reform math curricula.
(2009) What impact do high school mathematics curricula have on college-level mathematics placement? James Wollack
and Michael Fish:
Major Findings
CORE-Plus students performed significantly less well on math placement test and ACT-M than did traditional students
Change in performance was observed immediately after switch
Score trends throughout CORE-Plus years actually decreased slightly
Inconsistent with a teacher learning-curve hypothesis
CORE-AP students fared much better, but not as well as the traditional-AP students
Both sample sizes were low
2014: 21% of University of Wisconsin System Freshman Require Remedial Math