Imani Goffney | University of Maryland (original) (raw)

Imani Goffney

Dr. Imani Masters Goffney currently works as an Assistant Professor of Mathematics Education at the University of Maryland- College Park. She also earned her MA in Curriculum Development and PhD in Mathematics Education and Teaching and Teacher Education both from the University of Michigan. Her research focuses on mathematics instruction and on interventions designed to improve its quality and effectiveness, especially for students not traditionally served well by our educational system. In particular, she studies the ways in which teachers use mathematical knowledge for teaching in equitable ways. Her research contributes to a growing body of work that strives to better understand the role of content knowledge for improving student achievement and expands an understanding of how issues of race, culture, and social class intersect with students’ opportunities for learning mathematics. She currently manages her own research projects with funding from NSF and private foundations. She recently co-edited a book published by NCTM entitled, Re-humanizing Mathematics for Black, Indigenous, and Latinx Students (2018). She is an active member in AERA, NCTM, and AMTE serving in leadership roles for each of these organizations.

less

Related Authors

Ercilio Langa

Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB)

Uploads

Papers by Imani Goffney

arXiv (Cornell University), Dec 13, 2023

Canadian Journal of Science, Mathematics and Technology Education

Proceedings of the 2022 AERA Annual Meeting

Proceedings of the 2020 AERA Annual Meeting

National Council of Teachers of Mathematics, 2018

In this essay, the authors, as participants of the Privilege and Oppression in the Preparation of... more In this essay, the authors, as participants of the Privilege and Oppression in the Preparation of Mathematics Teachers Educators conference, reflect on tensions inherent in standing with and speaking on behalf of communities in an attempt to build and signal solidarity with them. They describe this tension in relation to their membership in the community of researchers who study equity in mathematics education. A particular exchange that arose during whole group discussion at the conference seeded a conversation around other situations they have encountered in this community, and led to the development of a set of "cautionary tales" for the field.

Mathematics teaching produces and reproduces social injustice. It also has the potential to disru... more Mathematics teaching produces and reproduces social injustice. It also has the potential to disrupt patterns of inequity and advance just communities of practice. Drawing from literature on equitable mathematics teaching, we analyze the work of leading a discussion of student solutions in ways that nurture healthy identities, relationships and societies. From a conceptual analysis of a Norwegian mathematics lesson, we first identify dynamics of race and gender at play, then identify three key aspects of mathematics teaching that can serve to disrupt these dynamics while creating opportunities for alternative identities, relationships and futures: (i) having regard for property and its use; (ii) taking up student thinking as participatory citizenship; and (iii) orchestrating collective mathematical work. We discuss nuances of this work and implications for research on teaching.

Mathematics Teaching in the Middle School, 2019

My name is Naima Goffney, and I am an eleven-year-old seventh grader at Julius West Middle School... more My name is Naima Goffney, and I am an eleven-year-old seventh grader at Julius West Middle School. I am taking algebra 1 this year. I wanted to write the Math for Real because in math class I do not always think that what we are learning is related to the real world. At home, my mom shows me all the different ways I am mathematically smart, which makes me want to try harder in school during the “rougher” days. We can use math to know more about how to improve our skills and find the math we learn in school more interesting and more related to our real world as middle schoolers.

Teaching Children Mathematics, 2016

Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorpor... more Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact. Increase mathematical confidence by creating ways for students to show they are “smart” in math through Smartness Wordles™, collections of words in graphic representation.

did not just teach academic subjects. They taught their pupils skills and knowledge to help devel... more did not just teach academic subjects. They taught their pupils skills and knowledge to help develop them as individuals and as members of a collective. Subject matters offered important resources for these social goals: they and their students read literature in the voices of a wide range of people, about experiences both similar to and different from theirs. They studied other cultures and learned about work, life, and practice in a variety of societies and settings. And they learned that issues of voice, experience, culture, and setting were important threads in the tapestry of what it means to be human. The work they did with their pupils across these academic subjects was, of course, also aimed at developing the children’s skills and knowledge, their capacity to interpret texts and

Measurement Issues and Assessment for Teaching Quality

Measurement: Interdisciplinary Research and Perspectives, 2007

Validation efforts typically focus around what, exactly, is measured by an instrument (s), and wh... more Validation efforts typically focus around what, exactly, is measured by an instrument (s), and whether what is measured corresponds to the theoretical domain (s) originally specified. In this paper, we conduct a first analysis into these issues. Our goal is building instruments ...