By Mary Q. Foote (eds.)

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Of course, not all children from nondominant groups struggle with mathematics. And so, why then, particularly study children who struggle? The attention in this case is on the teacher who is searching for ways to improve her practice in order to be a more successful teacher of those children who in the past she has not reached, those who continue to struggle. The study group met for 12 two-hour sessions over the course of one semester. Ten of the 12 study group sessions were devoted to a descriptive review (Himley & Carini, 2000) of one of the target children.

In such cases, teachers should still value the use of students’ native language to communicate mathematical thinking (see Gibbons, 2009). The use of the native language allows students to internalize mathematical concepts by sharing their problem-solving strategies, thus making different strategies accessible to all students. Access to students’ native language to communicate mathematical thinking and reasoning is critical and is an equity issue in mathematics education (NCTM, 2008). 24 Mathematics Teaching and Learning in K-12 Professional development with teachers should focus not only on teaching and learning mathematics, but also on integrating language and culture.

A month later, in a follow-up group meeting, Mr. Red commented on a newly discovered distinction, I still think in terms of knowing things about the world that might develop in the students rather than knowing things about the student . . ” . . I mean, that’s the question, right, where am I getting my knowledge? I don’t know. It is in classroom settings, it’s by sources other than going to their communities. (Group Meeting, 3/07) Mr. Red continued to ref lect, “It’s the difference between seeing and doing.

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