Opening Session: Are We Still Solving for X? The Pedagogical Practices Limiting Student Success in Mathematics
Description
Most conversations about equity and diversity in mathematics fall into two camps: one that insists that mathematics teaching and learning do not require any interventions regarding race, class, gender, or, more broadly, culture; and another that involves superficial attempts at changing what we do in teaching and learning mathematics. This presentation addresses the context, the culture, and teacher competence as contributing factors toward student success in mathematics. These are three things that we can address if we are committed to ensuring all students experience success in high-quality mathematics.
Gloria Ladson-Billings is professor emerita in the Department of Curriculum & Instruction and a faculty affiliate in the Departments of Educational Policy Studies, Educational Leadership and Policy Analysis, and Afro-American Studies at the University of Wisconsin–Madison. Ladson-Billings was the 2005–2006 President of the American Educational Research Association and is the current president of the National Academy of Education. Her research examines the pedagogical practices of teachers who are successful with African American students. She also examines critical race theory applications in education. She is a member of the American Academy of Arts & Sciences and holds five honorary degrees from institutions in the United States and Europe.
The 2019 NCTM Lifetime Achievement Awards will be presented to Margaret (Peg) Smith, Lee Stiff, and Johnny Lott at the Opening Session.
Lead Speaker
Gloria Ladson-Billings, University of Wisconsin
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