math reflections
This article focused on describing the framework needed to support teacher's reflections about mathematics and traditionally underserved students. Although there has been a recent gain in achievement, minority students (African Americans and Hispanics) are not performing at the acceptable levels. Across many national surveys of student achievements, the minority students were overrepresent
In addition to the percentage of students, the seven teachers involved and the mathematics department was all White. There were two recommendations found in the Professional Standards for Teaching mathematics (NCTM, 1991) that suggested (1) how students' linguistic, ethic, racial, and socioeconomic background influence their learning, and (2) the role of mathematics in society and culture. The recommendations are associated with the reconstruction tradition. When the article asked what it should reflect on, it focused on the fact that teachers' knowledge about the subject matter and the learner should be practiced as well. ed in the lower tails of achievement distributions and underrepresented in the upper tails of these distributions. This is a tradition where teacher's reflections are viewed as a distinct political act that is either contributing or hindering the realization of society. This study was conducted in the 1999-2000 school year and involved seven low-track mathematics teachers, all from the same high school. The particular school had a population of 73% (White), 12% (African-American), 4% (Latino), 10% (Asian), and 1% (Native American). Though the article reflects an entire school, it makes you wonder how the results would have turned out if administration, both teachers and department heads, had been a mixed majority.
Common topics in this essay:
Standards Teaching,
Americans Hispanics,
Native American,
,
minority students,
teacher's reflections,
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Acceptance Essays
