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Essay Available:
Pages:
2 pages/≈550 words
Sources:
7 Sources
Style:
APA
Subject:
Education
Type:
Article Critique
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 9.57
Topic:

Mathematics Register and Mathematics Learning and Teaching Practices

Article Critique Instructions:

Papers should be 2-3 double spaced pages and should analyze critically one major issue in a reading assignment, one you find thought-provoking or problematical. Possible approaches:
1) Develop a logical and/or empirical critique of the arguments you analyze (e.g., Does the evidence support the arguments?)
2) Compare material in readings with other theory/research material presented in seminar sessions;
3) Compare and contrast material in one reading assignment with that in another; or
4) Use material in the reading assignment to assess other research or data you know well (including your own). The point of the papers is for you to demonstrate that you've thought through and creatively analyzed one major issue in the reading assignment. (Avoid just summarizing and develop your insights).
This week's readings: THESE ARE THE MAIN READINGS THAT SHOULD BE INCLUDED IN THE CRITIQUE:
- Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19-44). Westport, CN: Ablex.
- Herbel-Eisenmann, B. A., Steele, M. D., & Cirillo, M. (2013). (Developing) teacher discourse moves: A framework for professional development. Mathematics Teacher Educator, 1(2), 181-196.
- Herbel-Eisenmann, B., & Crespo, S. (in-press). Who gets to speak mathematically? Exploring the politics of the mathematics register.
- Ortiz, N. A. (2022). Let our rejoicing rise without bound: A focus on Black Language and mathematics learning. International Journal of Qualitative Studies in Education. DOI: 10.1080/09518398.2022.2061623
- Charity Hudley, A., & Mallinson, C. (2017). 'It's worth our time': A model of culturally and linguistically supportive professional development for K-12 STEM educators. Cultural Studies of Science Education, 12(3), 637-660. doi:10.1007/s11422-016-9743-7
- Ortiz, N. A., & Ruwe, D. (2021). Black English and mathematics education: A critical look at culturally sustaining pedagogy. Teachers College Record, 123(10), 1-28.
- Ernest, P. (1998). Social constructivism as a philosophy of mathematics. Albany, NY: State University of New York Press.

Organizing thoughts:
1) In what ways do you see differences in the structure of, and claims made in, a theoretical versus an empirical article centered on similar topics?
2) How does Ernest talk about language in mathematics, and use Halliday in a similar or different way the Herbel-Eisenmann & Crespo discussed it last week?

Article Critique Sample Content Preview:

Critique Paper #6
Student’s Name
Department, University
Course Code: Course Name
Professor’s Name
Due Date
Critique Paper #6
To tackle the persistent inequalities in American education, mainly in STEM fields, scholars devoted to research and application have sought to raise black students’ input, engagement and achievement. Several programs are targeted at the learners, while others are targeted at the educators teaching them. In the same thought, Ortiz and Ruwe (2021) also explore these inequalities by exploring how linguistic is closely linked to marginalization and identity forms. Ortiz asserts that mathematics discipline has long been a domain of persistent inequity, which calls for contemplating how any pedagogical structure impacts black students’ success. Thus, Ortiz and Ruwe (2021) question if the ideology undergirding culturally sustaining pedagogy (CSP) is resourceful to how black mathematics students are educated via a mathematics pedagogy philosophy that emphasizes language as well as African American English mainly. It is a fact that maths learning cannot exist without the tools offered by language. It is that same language in mathematics that Herbel-Eisenmann and Crespo (2022) assert that has taken a normative position towards the mathematics register and linked it with typical maths language practices.
Herbel-Eisenmann and Crespo (2022) highlight that using a mathematics register might make it challenging to hear what learners and educators are communicating. It might be utilized to discriminate and make a conclusion concerning their mathematical knowledge. Ortiz (2022) concurs that language always functions as a domain of bias and marginalization. This is demonstrated in how learners who exemplify language practices different from the predominant American English are perceived as less competent to shun demanding mathematical knowledge. Thus, teachers who embrace comprehensive methods of culturally receptive teaching and multicultural education foster the encounter and attainment of under-represented learners in all content areas (Hudley & Mallinson, 2017).
Learners who learn to partake in mathematical debate and conceptual descriptions in increasingly complex ways enhance their learning. Hence to implement this, educators must create classroom rules and culture with a meaningful discourse at the core (Lerman, 2000). Thus, such discourse, mainly in mathematics learning, Ortiz (2022) argues, must start to value how black kids utilize language and partake in apparent patter...
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