scholarly journals Navigating (and Disrupting) the Digital Divide: Urban Teachers’ Perspectives on Secondary Mathematics Instruction During COVID-19

2021 ◽  
Author(s):  
Alesia Mickle Moldavan ◽  
Robert M. Capraro ◽  
Mary Margaret Capraro
Keyword(s):  
Digital Divide ◽  
Mathematics Instruction ◽  
Secondary Mathematics ◽  
Urban Teachers ◽  
Teachers Perspectives

Developing Teacher Credibility in Urban Environments: A B.E.A.R. Necessity

2020 ◽  
pp. 002205742096943
Author(s):  
Madalina F. Tanase
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Effective Instruction ◽  
Secondary Mathematics ◽  
First Year ◽  
Urban Teachers ◽  
Pedagogical Content ◽  
Teacher Credibility ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Teacher credibility is a prerequisite of effective instruction. A credible teacher is honest, knowledgeable, and caring. Credible teachers do the right thing when no one is watching; they are in control of the learning environment, but they do this in an enthusiastic and engaging way. Credibility takes time to develop. This study investigated ways in which urban teachers develop and maintain credibility in their classrooms. Participants were 22 secondary mathematics and science teachers in their first year of teaching. The researcher used the B.E.A.R. framework developed by Riner in 2008 to interpret the results. In this framework, B stands for believability; E stands for expertise; A stands for attractive power, and R stands for relationships. Results show that the participants developed credibility by being believable, by possessing content and pedagogical content knowledge, by being in charge of the classroom in a positive way, and by developing relationships with their students. Credibility is a prerequisite of effective instruction, and, in some cases, it takes time to develop. A credible teacher is honest, knowledgeable, and caring. This study investigated ways in which urban teachers develop and maintain credibility in their classrooms. Participants were 22 secondary mathematics and science teachers in their first year of teaching. Results show that the participants developed credibility by being believable, by possessing content and pedagogical content knowledge, by being in charge of the classroom in a positive way, and by developing relationships with their students.

US urban teachers’ perspectives of culturally competent professional development

2013 ◽  
Vol 40 (2) ◽  
pp. 282-294 ◽  
Author(s):  
Sara B. Flory ◽  
Nate McCaughtry ◽  
Jeffrey J. Martin ◽  
Anne Murphy ◽  
Barbara Blum ◽  
...  
Keyword(s):  
Professional Development ◽  
Culturally Competent ◽  
Urban Teachers ◽  
Teachers Perspectives

Urban Teachers’ Perspectives of Strengths and Needs: The Promise of Teacher Responsive Professional Development

2020 ◽  
Author(s):  
Wendy Cavendish ◽  
Ignacio Barrenechea ◽  
Ayanna F. Young ◽  
Edgar Díaz ◽  
Mary Avalos
Keyword(s):  
Professional Development ◽  
Urban Teachers ◽  
Teachers Perspectives

Grouping of objects as a major idea at the primary level

1971 ◽  
Vol 18 (5) ◽  
pp. 301-305
Author(s):  
James M. Moser
Keyword(s):  
Elementary Education ◽  
Mathematics Instruction ◽  
Secondary Mathematics ◽  
Primary Level ◽  
Mathematical Instruction

The Commission on Mathematics, in its well-known report written in 1959, called for the “judicious usc of unifying ideas” in mathematical instruction. While it is true that the report was written for the main purpose of improving secondary mathematics instruction, this particular recommendation has just as much importance for elementary education as it does for secondary.

scholarly journals Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic

2021 ◽  
Author(s):  
Zuhal Yılmaz ◽  
Hande Gülbağcı Dede ◽  
Ruthmae Sears ◽  
Selin Yıldız Nielsen
Keyword(s):  
Teaching And Learning ◽  
Mathematics Instruction ◽  
School Administrators ◽  
Language Barriers ◽  
Face To Face ◽  
Teachers Beliefs ◽  
Mathematics Teaching And Learning ◽  
Face To Face Instruction ◽  
Teachers Perspectives ◽  
Support Students

AbstractThe COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting to a new medium of mathematics instruction, not to mention the teachers who had to provide instruction through remote sources. Considering students’ diverse social, economic, and academic background, this study sought to examine teachers’ perspectives on factors that support or hinder how equity is attended to in mathematics during remote instruction and the extent it differed from practices utilized when instruction was provided in a face-to-face setting. We also sought to document teachers’ perspectives on how they attended to equity in mathematics to support students with language barriers. We interviewed nine teachers to explore their perspectives of factors that support or hinder equity in mathematics teaching and learning during remote instruction compared to face-to-face instruction and how they support the diverse needs (inclusive of language barriers) of students. There were salient factors in this study that supported or hindered equitable mathematics instruction, such as teachers’ beliefs, expectations for students, access to resources, students’ socioeconomic status, and language barriers. Hence, it is recommended that policymakers, school administrators, and teachers need to collaborate to systematically plan to ensure that all students have access to quality mathematics.

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