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Promoting Equity in Secondary Science and Mathematics Classrooms With Biography Projects
Author(s) -
Daisey Peggy
Publication year - 1997
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1997.tb17386.x
Subject(s) - mathematics education , equity (law) , biography , curriculum , context (archaeology) , pedagogy , literacy , science education , inclusion (mineral) , sociology , psychology , political science , social science , paleontology , law , biology
Teachers have been called upon to give their students the opportunity to consider the perspectives of diverse individuals across the science and mathematics curriculum. This is because inclusion enhances motivation and achievement. Biographies provide context for construction of knowledge, vicarious experiences, positive attitudes toward instruction, and literacy enhancement. The purpose of this paper is to provide a rationale for including biography projects representing diverse contributors to science and mathematics, describe a biography project assignment used in a methods course for secondary teacher preparation, provide preservice teachers' comments about the assignment, and make connections to current research about equitable instruction.