November presentations
The CSU Math Council Colloquia (MC\(^2\)) series provides CSU faculty in mathematics, statistics, and mathematics education with the opportunity to network and share best practices in any topics related to university level mathematics and statistics education.
Hosts:
- Claudia Bertolone-Smith, Assistant Professor of Education & Multiple Subjects Program Coordinator, California State University Chico (cmbertolone-smith@csuchico.edu)
- Ferdie Rivera, Professor, Department of Math & Statistics, San Jose State University (ferdinand.rivera@sjsu.edu)
This month there will be a discussion from 5:30-6pm following each presentation.
Friday, November 05, 2021 [Zoom Link] [Recording]
Theme: Access and Equity Perspectives and Practices in Mathematics Teaching and Learning
| Time | Name | Affiliation | Title | Abstract |
|---|---|---|---|---|
| 4:00 pm PST | Daniel Reinholz daniel.reinholz@sdsu.edu | San Diego State University | Learning to Notice: Participation as a Racialized and Intersectional Phenomenon | Participation in mathematical discourse is an important resource for learning. Yet, how do we know if this resource is fairly distributed amongst students in the classroom? This talk introduces the EQUIP tool (https://www.equip.ninja) as a mechanism for seeing racialized and intersectional patterns in student participation, which provide the grist for instructional change. Such data provide teachers with opportunities to learn to notice racialized phenomena, so that they can implement anti-racist and equitable pedagogies. |
| 4:45 PM PST | Marta Civil civil@math.arizona.edu | University of Arizona | A Participation Framework to Inform Mathematics Courses for Prospective Elementary Teachers | In this talk I use an equity-focused participation framework to show how it can inform our approach to teaching mathematics content courses for future elementary teachers. I draw on examples from my teaching of these courses and from my research projects to illustrate the four components of the framework (status; task; approach; and communication) and to discuss what teaching these courses from an equity perspective can look like. [Slides] |
Friday, November 12, 2021 [Zoom Link] [Recording]
Theme: Academic Literacy and Language in Mathematics from an Access and Equity Lens
| Time | Name | Affiliation | Title | Abstract |
|---|---|---|---|---|
| 4:00 pm PST | Judit Moschkovich jmoschko@ucsc.edu | University of California Santa Cruz | Language and Learning Mathematics: A Framework for Academic Literacy in Mathematics | Attending to language is a central way to address equity issues in the mathematics classroom. This talk summarizes a theoretical framework for academic literacy in mathematics that can be used to analyze student contributions in oral or written modes as well as to review, design, or supplement mathematical tasks and lessons that pay attention to language. The presentation includes a classroom example from a 3rd grade classroom and recommendations for how mathematics teacher educators can support instruction that pays attention to language. [Mathematically Speaking Template] [Reading Word Problems] |
| 4:45 PM PST | William (Bill) Zahner bzahner@sdsu.edu | San Diego State University | Applying the Academic Literacy in Mathematics Framework to Design Language-Responsive Mathematics Lessons | How can the dimensions of the academic literacy in mathematics framework be applied to design more equitable mathematics learning environments? In this presentation, I will illustrate how a team of researchers and teachers re-designed a middle school mathematics unit on ratio, proportion, and rate of change to address and leverage students’ linguistic diversity. The presentation will share a case study to illustrate the project-developed design principles in action, and we will discuss how this design work can be incorporated in mathematics classes for prospective teachers. |
Friday, November 19, 2021 [Zoom Link][Recording]
Theme: Culturally Relevant Mathematics Teaching from an Access and Equity Perspective
| Time | Name | Affiliation | Title | Abstract |
|---|---|---|---|---|
| 4:00 pm PST | Mark Ellis mellis@fullerton.edu | California State University Fullerton | What is Culturally Responsive Mathematics Teaching and Why Does it Matter? | Learn from the efforts of teachers in several districts to enact elements of culturally responsive math teaching as a way to increase student interest and success, engaging students’ cultural, linguistic, and community knowledge. You will be asked to reflect on a case study of two math classrooms, discuss instructional practices, and reflect on your work as teachers of math. [Slides] |
| 4:45 PM PST | Emily Bonner Emily.Bonner@utsa.edu | University of Texas at San Antonio | Practicing Culturally Responsive Mathematics Teaching | Culturally responsive mathematics teaching (CRMT) is a prominent framework in the mathematics education literature. This presentation will provide bridges between research, theory, and practice to make CRMT more visible in teaching. See how several teachers enact CRMT in demographically different classrooms and discuss how to generalize these ideas. [Slides] |
This site built and maintained by the Chico State Data Science Initative.
