NCCRESt

part of the Education Reform Networks

What Counts and How: Mathematics Teaching in Culturally, Linguistically, and Socioeconomically Diverse Urban Settings

Examined urban teachers' efforts to embrace mathematics reform with culturally, linguistically, and socioeconomically diverse student populations, noting teachers' roles in providing accessible and valuable mathematical learning opportunities to diverse students. Data from two third grade teachers indicate that such work is complex. However, teachers are seldom supported in their efforts to integrate mathematical and cultural issues. (Contains references.) (SM)

• Author/Creator: Cahnmann, Melisa S., Remillard, Janine T.
• Date Published: Sep
• Journal/Secondary Title: Urban Review
• Number: 3
• Volume: 34
• Year: 2002

This resource is cataloged under:

• Network/channel: NCCRESt: Practices: Diversity Practices
• Subject: Diversity (Student)
• Subject: Educational Change
• Subject: Elementary Education
• Subject: Elementary School Mathematics
• Subject: Mathematics Education
• Subject: Multicultural Education
• Subject: Urban Schools

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