Sorting It Out
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| Title: | Sorting It Out |
|---|---|
| Language: | English |
| Authors: | Liza Bondurant, Jane M. Wilburne, Dana Pomykal Franz, Jamaal Young |
| Source: | Mathematics Teacher: Learning and Teaching PK-12. 2025 118(12):904-910. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Q Methodology, Mathematics Instruction, Learning Activities, Equal Education, Teacher Attitudes, Beliefs, Reflection, Secondary School Teachers |
| DOI: | 10.5951/MTLT.2025.0164 |
| ISSN: | 0025-5769 2330-0582 |
| Abstract: | A Q-sort involves sorting a set of statements about a topic onto a grid that represents a continuum. It is one structured yet flexible method that teachers can use to foster critical reflection. This article provides a ready-to-use Q-sort activity designed to support individual reflection on beliefs about equitable mathematics instruction. By prioritizing and ranking statements, the Beliefs Q-sort can help teachers clarify their thinking, confront internal tensions, and consider how their beliefs and assumptions align with or diverge from equitable teaching practices. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1491573 |
| Database: | ERIC |
| Abstract: | A Q-sort involves sorting a set of statements about a topic onto a grid that represents a continuum. It is one structured yet flexible method that teachers can use to foster critical reflection. This article provides a ready-to-use Q-sort activity designed to support individual reflection on beliefs about equitable mathematics instruction. By prioritizing and ranking statements, the Beliefs Q-sort can help teachers clarify their thinking, confront internal tensions, and consider how their beliefs and assumptions align with or diverge from equitable teaching practices. |
|---|---|
| ISSN: | 0025-5769 2330-0582 |
| DOI: | 10.5951/MTLT.2025.0164 |
