Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy

Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy

Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy

Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy

Synopsis

In this book mathematics and science educators share strategies that they have implemented to foster prospective teachers' capacities to teach for diversity in science and mathematics classrooms.

Excerpt

Preparing Prospective Mathematics and Science Teachers to Teach for Diversity: Promising Strategies for Transformative Action is an outstanding contribution to the field of teacher education, especially mathematics and science education. It achieves a milestone in the field of multicultural education and transformative teaching. It is a major piece of work, and a rich asset for those concerned with mathematical and scientific learning for students who have historically been under represented in advanced mathematics and science classes. Visits to the honor math and science classes in high schools across the country reveal few students of color, especially African American, Latinos and Native American. Also, students of color are behind in basic math and science knowledge and skills. For example, in 1996, 58% of 4th graders, 61% of 8th graders, and 60% of 12th graders who were eligible for free or reduced-priced lunch scored below basic level in mathematic achievement, compared to 26% of 4th graders, 29% of 8th graders, and 26% of 12th graders who were ineligible (Reese, Miller, Maddeo, & Dossey, 1997).

Important too, is that Preparing Prospective Mathematics and Science Teachers to Teach for Diversity: Promising Strategies for Transformative Action comes at a time when, state standards, discussions of alternative certification, testing, portfolio assessment, and the No Child Left Been Act are driving the discourse in teacher education. Much of this discourse, however, is lacking in knowledge and understanding of how to prepare teacher candidates to constructively and successfully engage margin-

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