Workshop
Registration Deadline: | March 17, 2017 over 7 years ago |
---|---|
To apply for Funding you must register by: | December 15, 2016 almost 8 years ago |
Parent Program: | -- |
---|---|
Series: | Critical Issues |
Location: | SLMath: Eisenbud Auditorium, Baker Board Room, Atrium |
Show List of Speakers
- Aditya Adiredja (University of Arizona)
- Deborah Ball (University of Michigan)
- Victoria Bonaccorso (Montclair State University)
- Lauren Brady (Park East High School)
- Sylvia Celedon-Pattichis (University of New Mexico)
- Sylvia Celedón-Pattichis (University of New Mexico)
- Haiwen Chu (WestEd)
- Michael Driskill (Math for America )
- David Eisenbud (University of California, Berkeley)
- Esther Enright (Boise State University)
- Rochelle Gutierrez (University of Illinois)
- Victoria Hand (University of Colorado at Boulder)
- Dave Henry (University at Buffalo (SUNY))
- David Henry (University at Buffalo (SUNY))
- Nicole Joseph (Vanderbilt University)
- Elizabeth Kent (Buffalo State College)
- Yvonne Lai (University of Nebraska)
- Eileen Murray (Montclair State University)
- Rebecca Perry (WestEd)
- Joi Spencer (University of San Diego)
- Elizabeth van Es (University of California, Irvine)
- Dorothy White (University of Georgia)
- David Wilson (University at Buffalo (SUNY))
- Nilam Yagielski (Sweet Home High School)
- Darryl Yong (Harvey Mudd College)
- James Álvarez (University of Texas)
Success rates in mathematics as well as recruitment and retention rates in the mathematics pipeline are low at all education levels and are, across predictable demographics, disproportionately low for students who are women, Latin@, Black, American Indian, recent immigrants, emergent bilinguals/multilinguals, and poor. Efforts to address these low rates often focus on programmatic solutions such as creating mentoring or bridge programs to address perceived deficiencies. While these programs achieve some success, evidence suggests that they may not substantially improve students’ subsequent success in mathematics or meaningfully address the ways that students experience mathematics instruction.
The 2017 CIME workshop will focus on observations of mathematics classrooms through the lens of equity. Specifically, we will use observation as a tool for understanding and improving imbalances of access, participation, and power in mathematics teaching and learning. In doing so, we seek to better understand students’ experiences in mathematics classrooms in order to improve academic success, recruitment and retention, and meaningful experiences for historically marginalized populations.
Five questions structure the highly interactive design of the workshop:
What does it mean to create an equitable classroom environment? How can the structure of classroom interactions lead to imbalances of access, identity, and power in mathematics teaching and learning? How can such structures be rebuilt to better serve all students?
How might observations of mathematics instruction help us to identify power dynamics in classrooms? What language is helpful to describe interactions in mathematics classrooms? What might we learn from observations about how culture and identity are developed for some students but not others? What do classroom observations reveal about how instruction supports or discourages engagement in mathematics for students of different backgrounds?
What does it mean to observe interactions in a mathematics classroom with an eye towards equity? What language is helpful to describe interactions in mathematics classrooms? How do we observe and describe interactions among students, between students and mathematics, between students and instructors, and between students and resources (i.e., textbooks, computers, chalkboards, manipulatives)?
What professional experiences can support mathematics instructors to learn how to observe for, describe, interpret, and productively address interactions in the mathematics classroom from the lens of equity? What professional experiences can support mathematics instructors to increase the number of equitable interactions and decrease the number of inequitable ones in their classrooms?
What measures might be useful in tracking our progress in learning to see, describe, interpret, and productively address (in)equitable interactions in mathematics classrooms? What measures and tools might be useful in tracking the impacts on instruction and student learning? How might we develop infrastructure to help with this work (video library, faculty resources, etc.)?
Group Photo
Keywords and Mathematics Subject Classification (MSC)
Primary Mathematics Subject Classification
No Primary AMS MSC
Secondary Mathematics Subject Classification
No Secondary AMS MSC
Show Funding
To apply for funding, you must register by the funding application deadline displayed above.
Students, recent PhDs, women, and members of underrepresented minorities are particularly encouraged to apply. Funding awards are typically made 6 weeks before the workshop begins. Requests received after the funding deadline are considered only if additional funds become available.
Show Lodging
For information about recommended hotels for visits of under 30 days, visit Short-Term Housing. Questions? Contact coord@slmath.org.
Show Directions to Venue
Show Visa/Immigration
Show Reimbursement Guidelines
Show Schedule, Notes/Handouts & Videos
Show All Collapse
Mar 15, 2017 Wednesday |
|
|||||||||||||||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Mar 16, 2017 Thursday |
|
|||||||||||||||||||||||||||
Mar 17, 2017 Friday |
|