Interweaving Equitable Participation and Deep Mathematics: Building Community in the Elementary Classroom
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What does a mathematical community look like in an elementary classroom? How do teachers engage young mathematicians in deep and challenging mathematical content? How do we ensure that every student contributes their voice to this community?
Interweaving Equitable Participation and Deep Mathematics: Building Community in the Elementary Classroom focuses on a dual commitment: to teaching deep and challenging mathematics and to equitable participation for all students in the classroom community. With practical strategies and real-life examples, Susan Jo Russell and Deborah Schifter offer a design for building community organized around four key aspects: every voice matters; collaboration supports student agency; student-created representations offer anchors, openings, and depth; and students become initiators and advocates for their own learning. Each chapter examines how teachers implement these ideas through video examples from six public elementary-school classrooms.
A powerful resource for any educator interested in a mathematics education that fosters a true sense of community, this book
- Provides a window into a learning community of educators applying their understanding of mathematics to develop a teaching practice that fosters students’ curiosity, meaning-making, and mathematical agency
- Presents vivid examples of teachers and students in diverse classrooms engaged in rich mathematical tasks and deep collaborative conversations, inviting readers to reflect on their practices and students′ learning
- Engages readers in math investigations to help them understand student thinking, provides reflection questions about the classroom video, and offers suggestions for taking next steps in one′s own practice
- Includes commentaries on the videos by a group of "critical friends"—educators with deep experience in mathematics and equity—and by the teachers of the classrooms in the videos
- Offers free online tools for professional development and book study groups, including a Facilitator’s Guide and a Notes Organizer, and suggests resources for continued learning.
This book is a must-read for anyone passionate about creating positive change in the mathematics education system and ensuring that every student has the opportunity to thrive in their mathematical journey.
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Susan Jo Russell began her career in education as a K-3 classroom teacher and elementary mathematics coach. For the last four decades, she has been a senior researcher at TERC, a nonprofit organization that focuses on mathematics and science education, where she directed projects on children’s mathematical understanding and on supporting teachers to learn more about mathematics and about children′s mathematical thinking. She spearheaded the original development and second edition of the K-5 mathematics curriculum, Investigations in Number, Data and Space, and contributed to the conceptualization of the Forum for Equity in Elementary Mathematics. In recent years, her research has centered on how students engage in early algebra, number and operations, and mathematical argument, and how to support teachers to engage all of their students in high-level mathematical reasoning.
Deborah Schifter has worked as an applied mathematician; has taught elementary, secondary, and college level mathematics; and, since 1985, has been a mathematics teacher educator and educational researcher at Mount Holyoke College and at the Education Development Center. She authored Reconstructing Mathematics Education: Stories of Teachers Meeting the Challenge of Reform and edited a two-volume anthology of teachers′ writing, What′s Happening in Math Class? for which she received the American Educational Research Association Professional Service Award in recognition of an outstanding contribution relating research to practice. She was a writer for The Mathematical Education of Teachers as well as the second and third editions of the K-5 curriculum, Investigations in Number, Data, and Space. Her recent research has focused on students’ mathematical generalizations and how students use a variety of representations to explain why such generalizations are true.
