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Cases for Mathematics Teacher Educators: Facilitating Conversations About Inequities in Mathematics Classrooms


reviewed by Sandra M. Linder — March 27, 2017

coverTitle: Cases for Mathematics Teacher Educators: Facilitating Conversations About Inequities in Mathematics Classrooms
Author(s): Dorothy Y. White, Sandra Crespo, & Marta Civil (Eds.)
Publisher: Information Age Publishing, Charlotte
ISBN: 1681236257, Pages: 486, Year: 2016
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Cite This Article as: Teachers College Record, Date Published: March 27, 2017
http://www.tcrecord.org ID Number: 21885, Date Accessed: 6/27/2017 8:22:45 AM

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About the Author
  • Sandra Linder
    Clemson University
    E-mail Author
    SANDRA M. LINDER is an Associate Professor of Early Childhood Mathematics Education in the Eugene T. Moore College of Education at Clemson University. Her research centers on supporting and sustaining teacher quality in early childhood mathematics through professional development. She has taught in a variety of elementary settings and has worked intensively with in-service and pre-service mathematics educators from infant settings through fifth grade. Currently, she is examining the impact of mathematics professional development on the early care workforce (birth to age 5) through Project BEEMS (Building Environments for Early Mathematics Success). Also in this project, she is investigating the role of the families in promoting mathematics understandings in young children.
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