Difference between pages "Gutiérrez (2012)" and "Gutiérrez (2009)"

Latest revision as of 03:19, 29 October 2017

Embracing the Inherent Tensions in Teaching Mathematics From an Equity Stance

Author: Rochelle Gutiérrez
Journal: Democracy & Education
Year: 2009
Source: http://democracyeducationjournal.org

Abstract

This article does not have an abstract. Democracy & Education became an open access journal with Volume 19 and (at the time of this writing) does not archive articles from older volumes.

Corrolary

APA: Gutiérrez, R. (2009). Embracing the inherent tensions in teaching mathematics from an equity stance. Democracy & Education, 18(3), 9–16.
BibTeX

@article{Gutierrez2009,
author = {Guti{\'{e}}rrez, Rochelle},
journal = {Democracy {\&} Education},
number = {3},
pages = {9--16},
title = {{Embracing the inherent tensions in teaching mathematics from an equity stance}},
volume = {18},
year = {2009}
}

@@ Line 1: / Line 1: @@
-{{Title|Embracing Nepantla: Rethinking "Knowledge" and Its Use in Mathematics Teaching}}
+{{Title|Embracing the Inherent Tensions in Teaching Mathematics From an Equity Stance}}
 __NOTOC__
 * Author: [[Rochelle Gutiérrez]]
-* Journal: [[REDIMAT - Journal of Research in Mathematics Education]]
+* Journal: [[Democracy & Education]]
-* Year: 2012
+* Year: 2009
-* Source: http://www.hipatiapress.info/hpjournals/index.php/redimat/article/view/191
+* Source: http://democracyeducationjournal.org
 ==Abstract==
-Although educational researchers are moving beyond purely psychological and cognitive models of learning to consider the ways in which mathematics teaching might reach a more diverse student population, this work remains in its infancy, and the concept of "knowledge" is rarely questioned. This paper begins with the idea that mathematics education has much to gain from perspectives in Latin@ studies. I draw on the work of Gloria Anzaldúa, specifically her concepts of "conocimiento" and "Nepantla" to bring a more holistic/connected perspective to the "knowledge" teachers may need for teaching and highlight how it might align with broader definitions of mathematics. I also offer examples from a partnership with a Chicago high school to show how pre-service teachers move through cycles of knowledge construction. Implications for teacher education, and teacher recruitment are discussed.
+This article does not have an abstract. ''Democracy & Education'' became an open access journal with Volume 19 and (at the time of this writing) does not archive articles from older volumes.
-==Citation==
+==Corrolary==
 ;APA
-: Gutiérrez, R. (2012). Embracing Nepantla: Rethinking “knowledge” and its use in mathematics teaching. ''REDIMAT - Journal of Research in Mathematics Education, 1''(1), 29–56. http://doi.org/10.4471/redimat.2012.02
+: Gutiérrez, R. (2009). Embracing the inherent tensions in teaching mathematics from an equity stance. ''Democracy & Education, 18''(3), 9–16.
 ;BibTeX
 <pre>
-@article{Gutierrez2012,
+@article{Gutierrez2009,
 author = {Guti{\'{e}}rrez, Rochelle},
-doi = {10.4471/redimat.2012.02},
+journal = {Democracy {\&} Education},
-journal = {REDIMAT - Journal of Research in Mathematics Education},
+number = {3},
-number = {1},
+pages = {9--16},
-pages = {29--56},
+title = {{Embracing the inherent tensions in teaching mathematics from an equity stance}},
-title = {{Embracing Nepantla: Rethinking "knowledge" and its use in mathematics teaching}},
+volume = {18},
-url = {http://www.hipatiapress.info/hpjournals/index.php/redimat/article/view/191},
+year = {2009}
-volume = {1},
-year = {2012}
 }
 </pre>
 [[Category:Journal Articles]]
-[[Category:REDIMAT - Journal of Research in Mathematics Education]]
+[[Category:Democracy & Education]]
-[[Category:2012]]
+[[Category:2009]]

Difference between pages "Gutiérrez (2012)" and "Gutiérrez (2009)"

Latest revision as of 03:19, 29 October 2017

Abstract

Corrolary

Navigation menu

Search