EQUITY IN MATHEMATICS EDUCATION

EQUITY IN MATHEMATICS EDUCATION

Research Assignment

Select a subgroup from the NCTM’s recommended subgroups list located near the bottom of this page. It is suggested that you choose a group with which you have little or no professional experience. Acquaint yourself with some of the literature that supports work with learners who identify with your chosen group. Supporting articles may be found at http://www.nctm.org/search.aspx?c=all&q=Equity by entering the name of your desired subgroup in the Search Box.

1. create a list of 10 (or more if you are so inclined) important considerations that would aide in guiding teachers in their work with diversified math learners within their classrooms

2. This list should be carefully crafted, articulate and comprehensive

◦The list should reflect the overarching themes of the articles (i.e., what did you highlight, what are the salient themes?)

3. Provide a short (paragraph) reflection on the importance of such an activity and the relevance this has in your role as an educator

•Your Key assignment should include:

◦A brief introduction about the topic you chose and why (just a few sentences)

◦A bulleted list (of your 10 or so items) (This can also be in table form, etc)

◦A closing paragraph that serves as a reflection (importance of such an activity and the relevance this has in your role as an educator)

◦List of references

The NCTM Subgroups are:

· AT-RISK LEARNERS

· ENGLISH LANGUAGE LEARNERS

· GENDER EQUITY

· GIFTED STUDENTS

· MINORITY STUDENTS

· SPECIAL NEEDS/DISABILITIES

 

Please refer to the Equity in Mathematics Education: Research Assignment rubric for additional details about the scoring criteria.

Rubric for Key Assessment Equity in Mathematics Education-Research Assignment Course: ( Diversity in the Mathematics Classroom)

Standard / Competency addressed	Criteria	4 Distinguished	3 Proficient	2 Developing Skills	1 Unsatisfactory
Common Core State Standards Standards for Mathematical Practice #5: Use Appropriate Tools Strategically.	A mathematically proficient student at various grade levels is able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. The student is able to use technological tools to explore and deepen his/her understanding of concepts.	Student supplies additional addresses of at least 4 websites chosen to augment information gathered on the NCTM website. A clear and concise explanation of why these websites were chosen, is provided.	Student supplies additional addresses of 2 websites chosen to augment information gathered on the NCTM website. A suitable explanation of why these websites were chosen, is provided.	Student supplies additional address of 1 website chosen to augment information gathered on the NCTM website. Explains why this websites was chosen, but offers limited detail.	Student supplies no additional addresses of any website that would augment information gathered on the NCTM website, or offers no explanation as to why any website was selected.
Common Core State Standards ELA College and Career Readiness Anchor Standards for Writing #7	Produces clear and coherent writing in which the student extracts an overall thesis from the research.	Student clearly, with clear and coherent writing, extracts an overall thesis from the literature.	Student adequately extracts an overall thesis from the literature, and presents it in an organized fashion.	Student presents an underdeveloped review of the academic literature while making an inadequate attempt to extract an overall thesis.	Student presents a deficient review of academic literature, and makes no attempt to extract an overall thesis.
Common Core State Standards ELA College and Career Readiness Anchor Standards for Writing #7	Summarizes the research while producing clear and coherent writing.	Student clearly, coherently and adeptly paraphrases or summarizes the research, while developing major ideas in his/her own scholarly voice.	Student summarizes the research, developing major ideas with good clarity.	Student is sometimes unclear as s/he summarizes the research ideas from the literature.	In a manner that is unclear and incoherent, the student summarizes the research from the literature.
Common Core State Standards ELA College and Career Readiness Anchor Standards for Writing #7	Produce clear and coherent writing in which the thematic connections between sources are drawn.	Student shows that thematic connections between sources are clearly drawn and coherently explained.	Student identifies some of the thematic connections between sources, and provides a thoughtful explanation of these connections.	Student identifies some of the thematic connections between sources, but provides an explanation that demonstrates little thought towards understanding of these connections.	Student presents a poor understanding of thematic connections between sources.
Common Core State Standards ELA College and Career Readiness Anchor Standards for Writing #7	Produce clear and coherent writing in which organization, is appropriate to task, purpose, and audience, by providing a list of 10 considerations from the Equity subgroup.	Student provides a list of 10 considerations from the Equity subgroup and demonstrates that each of the 10 considerations is clearly distinguishable from the others.	Student develops a list of 10 considerations from the Equity subgroup that was selected, but some of these exhibit unnecessarily overlapping ideas.	Student develops a list of fewer than, or more than, 10 considerations from the Equity subgroup that was selected, or exhibits a problem in clarity of expression.	Student develops a list of fewer than, or more than, 10 considerations from the Equity subgroup that was selected, that are irrelevant or unsatisfactory overall.
Common Core State Standards ELA College and Career Readiness Anchor Standards for Writing #7	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience, reflecting high academic standards.	Student carefully balances his/her own ideas with those of others, while respectfully challenging “group-mates” to maintain high academic standards.	Student integrates his/her own ideas with those of others, while encouraging maintenance of high academic standards.	Student offers few ideas in the process of group assignment. Relies on “group-mates” to do much of the work. High academic standards are being compromised.	Student participation in group work is limited or unsatisfactory. There is no evidence of high academic standards.
Common Core State Standards ELA College and Career Readiness Anchor Standards for Writing #7	The student produces thoughtful feedback to peers’ suggested revisions.	Student shows that evaluation of peers’ suggested revisions is apparent. Through thoughtful integration of feedback, shows expanded ideas.	Student incorporates peers’ suggested revisions without compromising the thread of the initial ideas.	Student takes peers’ suggested revisions lightly, with little thoughtful reflection.	Student demonstrates no evidence of feedback or contributing toward peers’ suggested revisions.
Common Core State Standards ELA College and Career Readiness Anchor Standards for Writing #7	Student promotes non-biased language in countering another group’s perspective, based on his/her own personal experience. Writing is clear and concise with the writer incorporating an active voice.	Student writes in a crisp, clear, and succinct manner, incorporating an active voice. Appropriate use of pronouns, modifiers and non-biased language is evident.	Student writes in a generally clear, but unnecessary manner where, non-biased language is occasionally used to produce words that counter a group’s perspective. Sometimes the meaning is obscured.	Student writes in an unclear manner, avoiding non-biased language, and using inappropriate or inaccurate words that often.	Student writes in a manner that does not adequately support the assignment, making no effort to avoid non-biased language.
Common Core State Standards ELA College and Career Readiness Anchor Standards for Writing #7	Produce clear and coherent writing, with strong evidence of being proofread, in which the development, organization, and style are appropriate to task, purpose, and audience.	Student submits writing that is thoroughly proofread, with no apparent errors.	Student submits writing that has been proofread in a cursory manner (1 – 5 errors), but overall is unimpaired.	Student submits writing that has been poorly proofread (more than 5 errors) that impair overall content.	Student submits writing that clearly has not been proofread, rendering it unacceptable for graduate work.