Edd Taylor

University of Colorado Boulder | CUB · School of Education

Everyday knowledge has often been used to support mathematical learning in later grades, but these practices early on can be an effective leverage to support the development math at the earliest grades. The opening vignette will describe the difficulty a particular teacher had in using her students’ everyday knowledge to support mathematical learni...

In this chapter I describe the ways in which consideration of students’ lived experiences and cultural practices are important to consider in regards to understanding and supporting students’ mathematical perseverance. I describe results from two investigations of children’s mathematical problem solving where children are presented tasks related an...

The purpose of this article is to describe the reported goals of teachers participating in professional development related to their efforts to consider multiple representations in their teaching. Through analysis of monthly written reflections and group discussion, the authors describe 3 teacher dilemmas that emerged related to their efforts to co...

This is a dialogue extracted from a conversation among some members of the Equity Special Issue Editorial Panel (Beatriz D'Ambrosio; Marilyn Frankenstein; Rochelle Gutierrez, Special Issue editor; Signe Kastberg; Danny Martin; Judit Moschkovich; Edd Taylor; and David Barnes) about racism in mathematics education. It raises issues about the use of t...

This is a dialogue extracted from a conversation among members of the Equity Special Issue Editorial Panel about the role of a researcher's position in mathematics education. It raises issues about the non-neutrality of research; the relationship between a researcher's identity and the design, analysis, and conclusions of a research study; the bene...

This article provides an introduction to the JRME Equity Special Issue. It includes a rationale for the special issue, the process for selecting articles, and a description of the kinds of articles that will appear in the special issue. It concludes with a set of questions that teachers and researchers can and should ponder as they read the article...

This is a dialogue extracted from a conversation among some members of the Equity Special Issue Editorial Panel (Beatriz D'Ambrosio; Marilyn Frankenstein; Rochelle Gutiérrez, Special Issue editor; Signe Kastberg; Danny Martin; Judit Moschkovich; Edd Taylor; and David Barnes) about racism in mathematics education. It raises issues about the use of t...

This is a dialogue extracted from a conversation among members of the Equity Special Issue Editorial Panel about the role of a researcher's position in mathematics education. It raises issues about the non-neutrality of research; the relationship between a researcher's identity and the design, analysis, and conclusions of a research study; the bene...

The purpose of this study was to examine children's mathematical understandings related to participation in tithing (giving 10% of earnings to the church). Observations of church services and events, as well as interviews with parents, children, and church leaders were analyzed in an effort to capture the ways in which mathematical problem solving...

This study describes the Reflection Connection Cycle professional development designed to support teachers’ use and appreciation of students’ out-of-school practices related to school mathematics. The year-long program incorporated group lesson design, readings, and video analysis for 14 elementary school (ages 5–12) teachers. Analysis of lesson de...

The purpose of this 2-part study was to explore the mathematical and purchasing competencies present in students' engagement in shopping practices in a low-income African American neighborhood. Study 1 consisted of in situ analyses of children's shopping activities at a local store, revealing the variety of arithmetic tasks that emerged in relation...

This study had two purposes: (a) to investigate the developmental relationship between students' uses of fractions notation and their understandings of part-whole relations; and (b) to produce an analysis of the role of fractions instruction in students' use of notation to represent parts of an area. Elementary students (n = 384) in 19 classes part...