Preparing Mathematics and Science Teachers for Diverse Classrooms

Alberto J. Rodriguez, Richard S. Kitchen

• Contents: Foreword. Preface. A.J. Rodriguez, Teachers' Resistance to Ideological and Pedagogical Change: Definitions, Theoretical Framework, and Significance. A.J. Rodriguez, Using Sociotransformative Constructivism to Respond to Teachers' Resistance to Ideological and Pedagogical Change. R.S. Kitchen, Making Equity and Multiculturalism Explicit to Transform Mathematics Education. M.B. Barnes, L.W. Barnes, Using Inquiry Processes to Investigate Knowledge, Skills, and Perceptions of Diverse Learners: An Approach to Working With Prospective and Current Science Teachers. J. Leonard, S.J. Dantley, Breaking Through the Ice: Dealing With Issues of Diversity in Mathematics and Science Education Courses. A. Luykx, P. Cuevas, J. Lambert, O. Lee, Unpacking Teachers' "Resistance" to Integrating Students' Language and Culture Into Elementary Science Instruction. T.K. Dunn, Engaging Prospective Teachers in Critical Reflection: Facilitating a Disposition to Teach Mathematics for Diversity. P.W.U. Chinn, "Eh, Mus' Be Smart Class": Race, Social Class, Language, and Access to Academic Resources. J. Moore, Transformative Mathematics Pedagogy: From Theory to Practice, Research, and Beyond. R. Yerrick, Seeing IT in the Lives of Children: Strategies for Promoting Equitable Practices Among Tomorrow's Science Teachers. J. Ensign, Helping Teachers Use Students' Home Cultures in Mathematics Lessons: Developmental Stages of Becoming Effective Teachers of Diverse Students. C. Brandt, Examining the "Script" in Science Education: Critical Literacy in the Classroom.

"Much has been written about teachers’ resistance to change and practices that "work." In contrast to books that describe teachers’ experiences, Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy provides models that can be used by methods and content instructors to elicit conversations about supporting diverse students in the classroom. "--Jo Clay Olson, Journal for Research in Mathematics Education, July 2009