Anthony Fernandes - Academia.edu (original) (raw)

Papers by Anthony Fernandes

UNC Charlotte Undergraduate Research Journal

This study analyzes the traffic stops data published by the City of Charlotte in the years 2016-2... more This study analyzes the traffic stops data published by the City of Charlotte in the years 2016-2017 and 2019-2020 to determine if there was any racial bias in the policing. R was used to examine 213,475 stops that involved Black and White drivers. The analysis showed that Black drivers were more likely to be searched, and more likely to be let off with a lighter consequence (e.g., verbal warning). White drivers were more likely to get a citation while Black drivers were more likely to get arrested. When restricted to stops with searches, White drivers were more likely to be given a citation or arrested while Black drivers were more likely to be let off without action. These results are further skewed against Black males between the ages of 18-25. Implications are discussed. The R script and dataset are made available to facilitate reproducible research. Keywords: traffic stops, police bias, statistics, dataset

Teaching Children Mathematics, 2009

Teachers' use of appropriate questioning strategies illustrates the interplay between languag... more Teachers' use of appropriate questioning strategies illustrates the interplay between language and math as English Language Learners describe their understanding of measurement in one-on-one interviews.

Mathematics, 2022

This paper reports on how 10 middle and high school preservice teachers (PSTs) designed a social ... more This paper reports on how 10 middle and high school preservice teachers (PSTs) designed a social justice focused lesson using the culturally responsive mathematics teaching (CRMT) tool. Results from our analysis indicate that most of the PSTs were able to select appropriate social justice topics, though not all the PSTs integrated mathematics and social justice throughout their lessons. The results show that most of the PSTs need more experience with mathematization, handling controversial discussions, and developing transformative student action. Our work also led to a modification of the tool (CRMT-M). We discuss the implications of the study for mathematics teacher preparation.

In this article, the authors report on the initial results of a mixed methods approach to study t... more In this article, the authors report on the initial results of a mixed methods approach to study the beliefs that preservice teachers have about teaching real-world contexts, including those related to injustices, controversial issues, and children's home and cultural backgrounds. Data collection included a survey with 92 preservice Pre-K--8 teachers, and follow-up interviews with nine survey participants. Analysis of the data suggests that preservice teachers were open to the idea of teaching mathematics through real-world contexts, but were ambivalent regarding the use of controversial issues, and often unable to provide concrete or non-trivial examples of what these different types of real-world contexts would look like in a mathematics classroom. Based on the survey and interview findings, the authors make recommendations for future research, and for the use of controversial issues in teacher education programs.

International Group for the Psychology of Mathematics Education, 2016

Our study investigates preservice teachers’ perceptions of real-world problems; their beliefs abo... more Our study investigates preservice teachers’ perceptions of real-world problems; their beliefs about teaching real-world contexts, especially ones sociopolitical in nature; and their ability to pose meaningful real-world problems. In this paper we present cases of three preservice teachers who participated in interviews that probed their thinking about real-world problems, and asked them to create problems they would consider using in their future classrooms. We use the three cases to propose a potential trajectory for preservice teachers from ambivalence to certainty about teaching mathematics through real-world and controversial contexts.

This study examines the beliefs of 33 preservice teachers (PSTs) from the U.S. have about using d... more This study examines the beliefs of 33 preservice teachers (PSTs) from the U.S. have about using different types of real-world contexts in the mathematics classroom. Qualitative data about the participants’ reactions to specially designed word problems that varied in contexts from “neutral” to controversial were collected. A thematic analysis of the responses indicated that they could be arranged into three typologies on a continuum based on their openness towards the use of controversial issues in the mathematics classroom. Drawing on the analysis of PSTs’ responses and the literature, a fourth typology was inferred. The typologies can be useful to teacher educators and education programs as they seek to prepare PSTs to work with increasingly diverse students in their future mathematics classes. The study also highlights the potential of using word problems as a tool to understand PSTs’ beliefs.

Mathematics Teacher Educator, 2012

This article describes the 3rd cycle of an intervention in a mathematics content course that was ... more This article describes the 3rd cycle of an intervention in a mathematics content course that was designed to foster awareness among middle school mathematics preservice teachers (PSTs) of the challenges that English language learner (ELL) students face and the resources they draw on as they learn mathematics and communicate their thinking in English-only classrooms. Pairs of PSTs engaged 2 different ELL students in a videotaped task-based interview using 4 measurement tasks. Following each interview, the PSTs wrote a structured report guided by Mason's (2002) framework of noticing. The results of the intervention indicated that the PSTs went beyond awareness of ELLs' needs and challenges and also adopted strategies outlined in the literature that were aligned with best practices for teaching ELLs. The article also discusses the potential of the intervention and how it can be used by other mathematics educators.

Mathematics Teaching in the Middle School, 2011

By meeting regularly, a group of teachers from different schools promote a culture of problem sol... more By meeting regularly, a group of teachers from different schools promote a culture of problem solving and engagement.

We consider a second order linear equation with a time-dependent coefficient c(t) in front of the... more We consider a second order linear equation with a time-dependent coefficient c(t) in front of the "elastic" operator. For these equations it is well-known that a higher spaceregularity of initial data compensates a lower time-regularity of c(t). In this paper we investigate the influence of a strong dissipation, namely a friction term which depends on a power of the elastic operator. What we discover is a threshold effect. When the exponent of the elastic operator in the friction term is greater than 1/2, the damping prevails and the equation behaves as if the coefficient c(t) were constant. When the exponent is less than 1/2, the timeregularity of c(t) comes into play. If c(t) is regular enough, once again the damping prevails. On the contrary, when c(t) is not regular enough the damping might be ineffective, and there are examples in which the dissipative equation behaves as the non-dissipative one. As expected, the stronger is the damping, the lower is the timeregularity threshold. We also provide counterexamples showing the optimality of our results.

The rapid development of new generations of risk-management products reflects a logical market re... more The rapid development of new generations of risk-management products reflects a logical market response to a number of factors, the central issue among them being volatility. In this paper we focus on the pricing of the lookback spread option and the joint quanto lookback spread ...

math.arizona.edu

Page 1. 773 Lamberg, T., & Wiest, LR (Eds.). (2007). Proceedings of the 29th annual meeti... more Page 1. 773 Lamberg, T., & Wiest, LR (Eds.). (2007). Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Stateline (Lake Tahoe), NV: University of Nevada, Reno. ...

This study explores the wealth of student thinking generated by the task-based interviews of 15 L... more This study explores the wealth of student thinking generated by the task-based interviews of 15 Latino/a students as they solve measurement items from NAEP. We conjecture that these interviews could be used to complement paper-and-pencil assessments, especially in the case of Latino/a students who have been known to struggle to comprehend the language in the questions. The paper discusses three major themes namely, issues of language, use of visual cues, and mathematical communication from our interviews. Further, key factors in designing and conducting task-based interviews with students and the benefits and challenges of this form of assessment are also discussed.

Avances de Investigación en Educación Matemática, 2021

This study examines the beliefs of fourteen preservice teachers in the Southeast United States ab... more This study examines the beliefs of fourteen preservice teachers in the Southeast United States about mathematics and language in the context of teaching mathematics to English learners. Qualitative interviews were conducted using survey items as a starting point for the questioning. Speer’s (2008) construct of collections of beliefs was used to understand the preservice teachers’ belief system and the interaction of beliefs. Three primary beliefs emerged: mathematics is universal, mathematical language, and language barrier. Their belief about mathematics being universal was grounded in their view that mathematics was mostly about symbols and equations. The preservice teachers believed that there was some language in mathematics, though these features were not as pervasive as the symbolic form. Most of them also believed that the English learners were recent immigrants to the country and that English was a barrier for the students in the mathematics classroom. The beliefs interacted...

Educational Studies in Mathematics, 2017

Journal of Urban Mathematics Education, 2012

In this article, using survey data, the authors examined conceptions about the mathematics educat... more In this article, using survey data, the authors examined conceptions about the mathematics education of English learners (ELs) from 292 preservice teachers (PSTs) in urban universities through cluster analysis to determine if certain background characteristics influenced the formation of homogeneous clusters. An analysis of the findings shows a two-cluster solution, where respondents in cluster 2 (n = 187) were more aligned with research on the mathematics teaching and learning of ELs than respondents in cluster 1 (n = 105). Further, a chi-square test revealed that PSTs with three characteristics—exposure to issues related to ELs, field experience, and being female—were significantly higher in cluster 2 than cluster 1. The findings provide compelling evidence that exposure to EL issues impact the conceptions that PSTs regarding the mathematics education of ELs.

International Group for the Psychology of Mathematics Education, 2012

This study explores preservice teachers' beliefs about the mathematics education of English langu... more This study explores preservice teachers' beliefs about the mathematics education of English language learners. In all, 164 preservice teachers responded to an online survey designed by the researchers. Through the use of descriptive statistics, the data shows that preservice teachers are open to the use of native language; believed that mathematics was devoid of culture; and were more empathetic to the experiences of English language learners if they themselves had experienced trying to learn a second language.

Journal of Research in Mathematics Education, 2020

Thirty-one preservice teachers at a university in the Southeast of the United States were intervi... more Thirty-one preservice teachers at a university in the Southeast of the United States were interviewed regarding their beliefs about the teaching mathematics to English Learners. Ruiz’s (1984) framework of language orientations was used to understand their responses related to the use of the native language in the mathematics class. Four typologies that ranged from language-as-problem to language-as-resource were inferred. Implications for teacher preparation are discussed.