Mathematizing for Empowerment
TODOS: Mathematics for ALL and the Benjamin Banneker Association—both NCTM Affiliates—support giving students opportunities to engage in rich and rigorous mathematics. However, teachers often have difficulty in finding examples of how to engage students who are typically underrepresented in mathematics classrooms in meaningful, rigorous mathematics. (May/June 2009)
Supporting Writing Skills in English Language Learners
The January/February Equity column discussed incorporating classroom routines that give English language learners (ELLs) opportunities to listen, speak, read, and write about mathematics. Of these four, writing is the most difficult skill for students to develop. (March 2009)
Giving Voice to English Language Learners in Mathematics
Mathematics teachers need to recognize the tremendous challenges that English language learners (ELLs) face in learning English while learning content. Short and Fitzsimmons (2007) observe that the workloads of ELLs are double those of non-ELLs (January/February 2009).
Gender Issues and Ethnomathematics in Mathematics Education
All students deserve to be part of an equitable learning community. Each brings his or her unique personal identity, with gender and culture playing important roles. As teachers seek to help all students become mathematically proficient, they need to keep in mind these special aspects of each student’s uniqueness (November 2008).
Beyond Access and Achievement: Equity Issues for Mathematics Teachers and Leaders
Equity issues were once considered the special province of schools and districts with large percentages of high-poverty students or students of color. Today, education leaders recognize that inequities exist in all contexts, and in mathematics education we realize that teaching and learning will improve when we give equity the same attention that we devote to curriculum, instruction, and assessment (October 2008).
What is Equity in Mathematics Education?
During the coming volume year, the News Bulletin will feature a series of columns that address equity issues in mathematics education, especially the needs of students of color, students who require special or gifted education or are English language learners, and students in high-poverty schools (September 2008).
About the Editor
Judith Jacobs has served as a classroom teacher and is known for her leadership in professional development. She has served as a member of the NCTM Board of Directors and received the NCTM 2007 Lifetime Achievement Award. Jacobs is currently Director of the Center for Education and Equity in Mathematics, Science, and Technology of the College of Science at California State Polytechnic University, Pomona.