University educators are often faced with the challenging task of equipping both preservice and in-service teachers with the knowledge, skills, and resources to effectively teach diverse students. It becomes even more problematic to teach mathematics when using a problem solving approach where mathematical ways of knowing are emphasized. These teachers tend to believe that mathematics is "just numbers," "speaks a universal language," is "culturally neutral" and has no relevance whatsoever with social issues that affect students. Coupled with this is the mistaken belief that "people know or don't know math." Pre/in service teachers, often meet the notion that math literacy can be achieved by all learners with skepticism and patronizing behaviors. However, given the space to step outside the classroom, talk with peers, and argue with veteran teachers, a shift in attitude about the potential for diverse student potential is self-evident. These preliminary findings were assembled when a hybrid course that enrolled eight pre/in-service teachers was developed.
|Title of host publication||Cases on Online Learning Communities and Beyond|
|Subtitle of host publication||Investigations and Applications|
|Number of pages||21|
|State||Published - 2012|