Tuesday, April 16, 2013: 8:50 AM
Room 203 (Colorado Convention Center)
This study explores what constitutes equitable mathematics instruction and describes efforts to design a graduate course that enables mathematics teachers to identify, and later design and enact, equitable teaching practices. The goal of this study extends current work on defining equitable instructional practices in middle school mathematics classrooms and helps to further refine a theory for mathematical knowledge for equitable teaching.