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Edited by Dorothy Y. White

In 1997, the Individuals with Disabilities Act mandated access to the general education curriculum for children with disabilities. In response, mathematics teachers and educators have developed creative and innovate ways to meet the mathematical needs of their diverse students. Students with attention deficits, memory problems, visual and auditory processing difficulties, motor disabilities, and information-processing deficits require special accommodations in the mathematics classroom in order to reach their potential in mathematics. English-language learners and students who need further mathematics instruction beyond their current grade level also need special modifications. Recognizing and understanding the learning challenges of our special needs students and identifying teaching strategies to facilitate their mathematics learning is the focus of this special issue of Teaching Children Mathematics. This focal subject reflects NCTM's recommendation in Principles and Standards for School Mathematics (2000) that “all students should have access to an excellent and equitable mathematics program that provides solid support for their learning and is responsive to their prior knowledge, intellectual strengths, and personal interests” (p. 13).

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Dorothy Y. White

Use this activity to support students in working together, recognizing one another’s contributions, and leveraging their mathematical strengths to solve challenging problems.

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Dorothy Y. White, Carlos Nicolas Gomez, Fred Rushing, Nicholas Hussain, Kristina Patel, and Jason Pratt

A professional learning community, or PLC, identifies students' mathematical strengths and shows how the PLC uses the information to support students as mathematical thinkers and doers.

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Dorothy Y. White, Kanita K. DuCloux, Ángel M. Carreras-Jusino, Darío A. González, and Kirsten Keels

We designed a student-centered cultural awareness unit as a resource for mathematics teacher educators (MTEs) who want to explore the issues of culture, equity, and diversity with their preservice teachers (PSTs) but are not sure how and where to start. This unit is an introductory step toward beginning to listen to PSTs' views about culture and diversity in mathematics education. In this article, we report on three cohorts of PSTs who participated in the unit, which consisted of an article critique, class discussion, and postdiscussion reflection. We describe the methods courses, the unit, the impact of the unit on PSTs' cultural awareness, our reflections as MTEs, and suggested modifications to the unit.

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Chris Rasmussen, Daniel J. Heck, James E. Tarr, Eric Knuth, Dorothy Y. White, Diana V. Lambdin, Patricia C. Baltzley, Judith Reed Quander, and David Barnes