LibGuides: Equity PLC Libguides: Math Achievement

Math Books

The Impact of Identity in K-8 Mathematics by Julia Maria Aguirre; Karen Mayfield-Ingram; Danny Bernard Martin
Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics?
Annual Perspectives in Mathematics Education 2018: Rehumanizing Mathematics for Black, Indigenous, and Latinx Students
ISBN: 9781680540093
The 2018 volume of Annual Perspectives in Mathematics Education (APME)series showcases the efforts of classroom teachers, school counselors and administrators, teacher educators, and education researchers to ensure mathematics teaching and learning is a humane, positive, and powerful experience for students who are Black, Indigenous, and/or Latinx.
The Brilliance of Black Children in Mathematics by Jacqueline Leonard (Editor); Danny B. Martin (Editor)
Through offering "counternarratives"about mathematically successful Black youth, advocating for a curriculum that is grounded in African American culture and ways of thinking, providing shining examples of the brilliance of Blacks students, and promoting high expectations for all rather than situating students as the problem, the authors of this book provide powerful insights related to the teaching and learning of mathematics for African American students.
Accessible Mathematics by Steven Leinwand
In Accessible Mathematics Steven Leinwand (author of Sensible Mathematics) shows how small shifts in the good teaching you already do can make a big difference in student learning. Thoroughly practical and ever-aware of the limits of teachers’ time, Steve gives you everything you need to put his commonsense ideas to use immediately.
Making Sense of Mathematics for Teaching Girls in Grades K-5 by Thomasenia Lott Adams; Taylar B. Wenzel; Kristopher J. Childs; Samantha R. Neff
Close the gender gap in mathematics across K–5 classrooms. In Making Sense of Mathematics for Teaching Girls in Grades K–5, a team of acclaimed experts presents their research and recommendations for teaching math to girls in four succinct, results-focused chapters.
Driven by Data by Paul Bambrick-Santoyo
Driven by Data offers valuable tips and general guidelines about data-based methods and the difficulties surrounding the implementation of data-driven instruction. Bambrick-Santoyo offers vital tips, such as: how to create a data culture, how to run a successful data analysis meeting, how to write quality assessments, and how to deal with resistance from your teachers.
Visible Learning for Mathematics, Grades K-12 by John A. (Allan) Hattie; Douglas B. Fisher; Nancy Frey; Linda M. Gojak; Sara Delano Moore; William Mellman
Rich tasks, collaborative work, number talks, problem based learning, direct instruction…with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one―it’s about when―and show you how to design high impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school.
Culturally Responsive Teaching and the Brain by Zaretta L. (Lynn) Hammond
Call Number: PROF EQUITY HAM
A bold, brain-based teaching approach to culturally responsive instruction. The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning. Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation.
Engaging Students with Poverty in Mind by Eric Jensen
In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students.
Teaching with Poverty in Mind by Eric Jensen
In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students.
Poor Students, Rich Teaching by Eric Jensen
ISBN: 978193676451
Growing up with his share of adverse childhood experiences, Eric Jensen knows firsthand the relationship between student poverty and education and the importance of rich teaching for economically disadvantaged students. Discover practical and data-driven strategies to ensure college and career readiness for all students, regardless of socioeconomic status.
Multicultural Mathematics by David Nelson; George G. Joseph; Julian Williams
There is a rich field of African, Middle Eastern, and Asian mathematics that is often ignored in the teaching of the subject. Mathematics, then, is an international language and field of study that knows no barriers between race, culture, or creed. How can we exploit this rich heritage not only to improve the teaching of mathematics, but to prepare our children for life in a multicultural society?
Sacred Mathematics: Japanese Temple Geometry by Fukagawa Hidetoshi; Tony Rothman; Freeman Dyson (Foreword by)
Publication Date: 2008-07-21
Between the seventeenth and nineteenth centuries Japan was totally isolated from the West by imperial decree. During that time, a unique brand of homegrown mathematics flourished, one that was completely uninfluenced by developments in Western mathematics.
Multicultural Mathematics Materials by Marina C. Krause
These games and activities come from around the world to bring ethnic and cultural diversity to the mathematics curriculum in grades 1 8. The book, which introduces children to the ethnic heritage of others and encourages an appreciation of cultural diversity, contains convenient, reproducible activity pages for classroom distribution.

From our Strategic Goals

Potential Research/Design Questions

How might we increase math achievement at all grade levels in the school?
How might we enhance vertical and horizontal alignment of curriculum?
How might we build a consistent data-driven instructional culture?
How might we establish outside of classroom support programs?

Articles and Online Resources

Classroom Practices That Support Equity-Based Mathematics Teaching
Current mathematics education research is used to frame equity-based teaching practices through three lenses useful for building one's teaching: reflecting , noticing , and engaging in community .

K-12 Math Ethnic Studies Framework: Seattle Public Schools

Ethnic Studies Math Framework

Origins, Identity, and Agency:

Origins, Identity and Agency, as defined by ethnic studies, is the ways in which we view ourselves as mathematicians and members of broader mathematical communities. Mathematical theory and application is rooted in the ancient histories of people and empires of color. All human endeavors include mathematical thinking; from humanities to the arts to the sciences.

Power and Oppression:

Power and oppression, as defined by ethnic studies, are the ways in which individuals and groups define mathematical knowledge so as to see “Western” mathematics as the only legitimate expression of mathematical identity and intelligence. This definition of legitimacy is then used to disenfranchise people and communities of color. This erases the historical contributions of people and communities of color.

History of Resistance and Liberation:

The history of resistance and liberation, as defined by ethnic studies, is the stories, places, and people who helped liberate people and communities of color using math, engineering, and technology. Access to mathematical knowledge itself is an act of liberation.

Reflection and Action:

Student action, as defined by ethnic studies, is fostering a sense of advocacy, empowerment, and action in the students that creates internal motivation to engage in and contribute to their identities as mathematicians. Students will be confident in their ability to construct & decode mathematical knowledge, truth, and beauty so they can contribute to their experiences and the experiences of people in their community.