Readings & Homework
Tennessee State Mathematics Standards
Allen K., and Schnell, K. (2016). Developing mathematics identity. Mathematics Teaching in the Middle School. 21, 398-405. (Required for Week 4)
You will read ONE of these for Week 3 (selected during class Week 2):
- Chao, T., and Jones, D. (2016). That’s Not Fair and Why: Developing Social Justice Mathematics Activists in Pre-K. Teaching for Excellence and Equity in Mathematics, 7, 18-21.
- Dominguez, H. (2016). Mirrors and Windows into Student Noticing. Teaching Children Mathematics. 22, 358-365.
- Leonard, J., and Guha, S. (2002). Creating Cultural Relevance in Teaching and Learning Mathematics. Teaching Children Mathematics. 9, 114-118.
- Neuman, M. D. (2005). Freedom Quilts: Mathematics on the Underground Railroad. Teaching Children Mathematics, 11, 316-321.
- Ortiz-Franco, L. (2013). Chicanos have math in their blood: Pre-Columbian mathematics. In E. Gutstein & B. Peterson (Eds.), Rethinking mathematics: Teaching social justice by the numbers (2nd Ed.). Milwaukee, WI: Rethinking Schools.
- Plumb, A., Roberts-Caudle, C. M., Harper, F. K., and Jones, D. A. (2017). Flint, Michigan, water crisis: Connecting to local issues in mathematics classrooms. Teaching Children Mathematics, 23, 518-520.
- Powell, A. B., and Temple, O. L. (2001). Seeding Ethnomathematics with Oware: Sankofa. Teaching Children Mathematics. 7, 369-375.