Teaching That Engages A Broad Range Of Learners

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Teaching that Engages a Broad Range of Learners Rousseau and Powell (2005) contend that there is a significant difference in the way teachers respond to reform efforts within context, particularly with students in urban and high-poverty areas. They found teachers with high proportions of African American and Hispanic students were more likely to focus on low level skills and less likely to engage in problem solving and reasoning (Rousseau & Powell, 2005). Furthermore, Lewis (2007) contends that “when teachers deliberately change their belief systems, along with the practices and general culture under which they teach minority children, these children show achievement gains (p. 344). One of the main arguments of Lewis’ (2007) research is that the high-skills vision in the United States is impeded by inequalities among minorities, especially African American and Hispanics students. According to Hand (2012), teachers can become powerful agents to improve the inequities within classrooms for students. This research indicated that when classroom instruction supported wide students’ participation, students seemed to feel comfortable engaging in mathematical dialogue with each other and the teacher (Hand, 2012). When teachers’ engage a wide range of learners, they essentially are inviting students to “take up space” in the mathematics classroom instruction (Hand, 2012, p. 238). In addition, Hand (2012) identified three key features present in classroom environments
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