Culturally Responsive Mathematics Education

The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics ...

Author: Brian Greer

Publisher: Routledge

ISBN: 9781135593339

Category: Education

Page: 400

View: 899

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At a time of rapid demographic change and amidst the many educational challenges facing the US, this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions.
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Unearthing Culturally Responsive Mathematics Teaching

This book focuses on the theory and practices of a highly successful mathematics teacher of African American children in a high-poverty school.

Author: Emily P. Bonner

Publisher: Hamilton Books

ISBN: 9780761854005

Category: Education

Page: 94

View: 571

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This book focuses on the theory and practices of a highly successful mathematics teacher of African American children in a high-poverty school. The discussions in the book center on the ideals of culturally responsive teaching (CRT), and seek to build understanding of this concept in the context of mathematics.
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Living Culturally Responsive Mathematics Education with in Indigenous Communities

Living Culturally Responsive Mathematics Education with/in Indigenous Communities provides a critical examination of the nature, possibilities and challenges of culturally responsive mathematics education and how it is lived with/in ...

Author:

Publisher: BRILL

ISBN: 9789004415768

Category: Education

Page: 302

View: 832

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Living Culturally Responsive Mathematics Education with/in Indigenous Communities provides a critical examination of the nature, possibilities and challenges of culturally responsive mathematics education and how it is lived with/in Indigenous communities across international contexts connecting land, community, mathematics, and culture.
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Living Culturally Responsive Mathematics Education With in Indigenous Communities

Living Culturally Responsive Mathematics Education with/in Indigenous Communities provides a critical examination of the nature, possibilities and challenges of culturally responsive mathematics education and how it is lived with/in ...

Author: Cynthia Nicol

Publisher: Brill - Sense

ISBN: 9004415750

Category: Education

Page: 268

View: 838

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Living Culturally Responsive Mathematics Education with/in Indigenous Communities provides a critical examination of the nature, possibilities and challenges of culturally responsive mathematics education and how it is lived with/in Indigenous communities across international contexts connecting land, community, mathematics, and culture.
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Living Culturally Responsive Mathematics Education With In Indigenous Communities

Living Culturally Responsive Mathematics Education with/in Indigenous Communities provides a critical examination of the nature, possibilities and challenges of culturally responsive mathematics education and how it is lived with/in ...

Author: Cynthia Nicol

Publisher: Brill - Sense

ISBN: 9004415742

Category: Education

Page: 268

View: 368

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Living Culturally Responsive Mathematics Education with/in Indigenous Communities provides a critical examination of the nature, possibilities and challenges of culturally responsive mathematics education and how it is lived with/in Indigenous communities across international contexts connecting land, community, mathematics, and culture.
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Culturally Responsive Mathematics Education

The measurement ofaffective behaviour in C.S.E. mathematics (Psychology of Mathematics Education Series). London: Centre for Science Education, ...

Author: Brian Greer

Publisher: Routledge

ISBN: 9781135593346

Category: Education

Page: 400

View: 447

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At a time of rapid demographic change and amidst the many educational challenges facing the US, this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions.
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Elementary Teacher Candidates Images of Mathematics Diverse Students and Teaching

The study examined elementary teacher candidates' images of mathematics and diverse students and the relationship between those images and their perceptions of teaching mathematics in a multicultural environment.

Author:

Publisher:

ISBN: OCLC:917686217

Category: Culturally relevant pedagogy

Page: 314

View: 232

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Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive teaching mathematics in a multicultural environment"; Using a critical constructivism research paradigm, this qualitative instrumental multiple case study involved a questionnaire, two interviews and a focus group with four elementary teacher candidates enrolled in a one-year teaching licensure program. The study examined elementary teacher candidates' images of mathematics and diverse students and the relationship between those images and their perceptions of teaching mathematics in a multicultural environment. The study concluded that the participants', images of mathematics, learners, and the teaching of mathematics were interrelated. The participants struggled to understand how students' diversity based on group membership (e.g., culture) influences a mathematics classroom and their teaching. However, on the basis of these participants, teacher candidates who hold a conceptual image of mathematics could be more open to adopting culturally responsive teaching than teacher candidates who hold a procedural image of mathematics. The study recommends the integration and modeling of culturally responsive teaching throughout all teacher education coursework.
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Culturally Specific Pedagogy in the Mathematics Classroom

Including new discussion questions and new examples, lessons, and vignettes of integrating culture in the mathematics classroom, this book employs pedagogical research to field-test new instructional methods for culturally diverse and ...

Author: Jacqueline Leonard

Publisher: Routledge

ISBN: 9781351255813

Category: Education

Page: 282

View: 761

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Advocating for the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students, this revised second edition offers a wide variety of conceptual and curricular resources for teaching mathematics in a way that combats and confronts the forms of oppression that students face today. Addressing stratification based on race, class, and gender, Leonard offers lesson templates that teachers can use with ethnically and culturally diverse students and makes the link between research and practice. Connecting cutting-edge and emerging technologies to culturally specific pedagogy, the second edition features new chapters on mathematics and social justice, robotics, and spatial visualization. Applying a more expansive focus, the new edition discusses current movements such as Black Lives Matter and incorporates examples of rural and tribal students to paint a broader picture of what culturally rich mathematics classrooms actually look like. The text builds on sociocultural theory and research on culture and mathematics cognition to extend the literature and better understand minority students’ goals and learning needs. Including new discussion questions and new examples, lessons, and vignettes of integrating culture in the mathematics classroom, this book employs pedagogical research to field-test new instructional methods for culturally diverse and female students.
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Transitions Between Contexts of Mathematical Practices

This book focuses attention on mathematics learners in transition and on their practices in different contexts; on the institutional and socio-cultural framing of the transition processes involved; and on the communication and negotiation ...

Author: Guida de Abreu

Publisher: Springer Science & Business Media

ISBN: 9780792371854

Category: Education

Page: 246

View: 142

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This book focuses attention on mathematics learners in transition and on their practices in different contexts; on the institutional and socio-cultural framing of the transition processes involved; and on the communication and negotiation of mathematical meanings during transition. The book offers both empirical studies and significant theoretical reflections from a socio-cultural perspective, with the aim of providing the bases for the development of more socially and culturally responsive mathematics learning environments. It will appeal to researchers and postgraduate students in the fields of mathematics education, cultural psychology, multicultural education, immigrant and indigenous education.
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Culturally Responsive Mathematics and Science Education for Native Students

This publication reviews current theory and research on approaches to mathematics and science education for Native students in the context of national standards-based reform.

Author: Sharon Nelson-Barber

Publisher:

ISBN: OCLC:49497756

Category: Indians of North America

Page: 52

View: 206

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This publication reviews current theory and research on approaches to mathematics and science education for Native students in the context of national standards-based reform. Ethnomathematics and ethnoscience as a basis for instruction are discussed, and examples of culturally responsive pedagogy are cited.
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Transforming Mathematics Teacher Education

This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s ...

Author: Tonya Gau Bartell

Publisher: Springer

ISBN: 9783030210175

Category: Education

Page: 181

View: 915

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This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.
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Mathematics Education

By refocusing math learning towards the goals of democracy and social and environmental crises, the book also introduces readers to broader contemporary school policy and reform debates and struggles.

Author: Mark Wolfmeyer

Publisher: Taylor & Francis

ISBN: 9781351979337

Category: Education

Page: 124

View: 442

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Mathematics Education offers both undergraduates and starting-graduate students in education an introduction to the connections that exist between mathematics and a critical orientation to education. This primer shows how concepts like race, class, gender, and language have real effects in the mathematics classroom, and prepares current and future mathematics teachers with a more critical math education that increases accessibility for all students. By refocusing math learning towards the goals of democracy and social and environmental crises, the book also introduces readers to broader contemporary school policy and reform debates and struggles. Mark Wolfmeyer shows future and current teachers how critical mathematics education can be put into practice with concrete strategies and examples in both formal and informal educational settings. With opportunities for readers to engage in deeper discussion through suggested activities, Mathematics Education’s pedagogical features include: Study Questions for Teachers and Students Text Boxes with Examples of Critical Education in Practice Annotated List of Further Readings Glossary
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Equity in Discourse for Mathematics Education

In B. Greer, S. Mukhopadhyay, A. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 111–136). New York: Routledge.

Author: Beth Herbel-Eisenmann

Publisher: Springer Science & Business Media

ISBN: 9789400728127

Category: Education

Page: 270

View: 976

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This book explores the connection between the ways people speak in mathematics classrooms and their opportunities to learn mathematics. The words spoken, heard, written and read in mathematics classrooms shape students’ sense of what mathematics is and of what people can do with mathematics. The authors employ multiple perspectives to consider the means for transformative action with respect to increasing opportunities for traditionally marginalized students to form mathematical identities that resonate with their cultural, social, linguistic, and political beings.
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Equity Cultural Responsiveness in the Middle Grades

... and culturally responsive pedagogy contribute to effective mathematics teaching, neither alone offers a comprehensive focus on mathematics teaching and ...

Author: Kathleen M. Brinegar

Publisher: IAP

ISBN: 9781641136754

Category: Education

Page: 371

View: 140

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While developmental responsiveness is a deservingly key emphasis of middle grades education, this emphasis has often been to the detriment of focusing on the cultural needs of young adolescents. This Handbook volume explores research relating to equity and culturally responsive practices when working with young adolescents. Middle school philosophy largely centers on young adolescents as a collective group. This lack of focus has great implications for young adolescents of marginalized identities including but not limited to those with culturally and linguistically diverse backgrounds, LGBTQ youth, and those living in poverty. If middle level educators claim to advocate for young adolescents, we need to mainstream conversations about supporting all young adolescents of marginalized identities. It empowers researchers, educators, and even young adolescents to critically examine and understand the intersectionality of identities that historically influenced (and continue to affect) young adolescents and why educators might perceive marginalized youth in certain ways. It is for these reasons that researchers, teachers, and other key constituents involved in the education of young adolescents must devote themselves to the critical examination and understanding of the historical and current socio-cultural factors affecting all young adolescents. The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence–a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner.
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Cognition Metacognition and Culture in STEM Education

The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. Lerman, S. (2000). The social turn in mathematics education research.

Author: Yehudit Judy Dori

Publisher: Springer

ISBN: 9783319666594

Category: Science

Page: 380

View: 359

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This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
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Rethinking the Teaching Mathematics for Emergent Bilinguals

This book focuses on the role of cultural background in Korean public schools, and provides essential insights into how Korean teachers perceive and respond to the transition of their classroom situations with Korean language learners.

Author: Ji Yeong I

Publisher: Springer Nature

ISBN: 9789811509667

Category: Education

Page: 190

View: 807

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This book focuses on the role of cultural background in Korean public schools, and provides essential insights into how Korean teachers perceive and respond to the transition of their classroom situations with Korean language learners. It reveals the perspectives and the practices of Korean teachers, especially with regard to multicultural students who struggle with language barriers when learning mathematics. The information provided is both relevant and topical, as teaching mathematics to linguistically and culturally diverse learners is increasingly becoming a worldwide challenge.
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Critical Issues in Mathematics Education

To promote their vision of what mathematics education should be for, mathematics ... A. B. Powell (Eds.), Culturally responsive mathematics education (pp.

Author: Bharath Sriraman

Publisher: IAP

ISBN: 9781607522188

Category: Mathematics

Page: 503

View: 861

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The word "critical" in the title of this collection has three meanings, all of which are relevant. One meaning, as applied to a situation or problem, is "at a point of crisis". A second meaning is "expressing adverse or disapproving comments or judgments". A third is related to the verb "to critique", meaning "to analyze the merits and faults of". The authors contributing to this book pose challenging questions, from multiple perspectives, about the roles of mathematics in society and the implications for education. Traditional reasons for teaching mathematics include: preparing a new generation of mathematics researchers and a cadre of technically competent users of mathematics; training students to think logically; and because mathematics is as much part of cultural heritage as literature or music. These reasons remain valid, though open to critique, but a deeper analysis is required that recognizes the roles of mathematics in framing many aspects of contemporary society, that will connect mathematics education to the lived experiences of students, their communities, and society in general, and that acknowledges the global ethical responsibilities of mathematicians and mathematics educators. The book is organized in four sections (1) Mathematics education: For what and why? (2) Globalization and cultural diversity, (3) Mathematics, education, and society and (4) Social justice in, and through, mathematics education The chapters address fundamental issues such as the relevance of school mathematics in people's lives; creating a sense of agency for the field of mathematics education, and redefining the relationship between mathematics as discipline, mathematics as school subject and mathematics as part of people's lives.
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The Brilliance of Black Children in Mathematics

They don't show nothing I didn't know: Emergent tensions between culturally relevant pedagogy and mathematics pedagogy. The Journal of the Learning Sciences ...

Author: Jacqueline Leonard

Publisher: IAP

ISBN: 9781623960810

Category: Social Science

Page: 399

View: 577

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This book is a critically important contribution to the work underway to transform schooling for students who have historically been denied access to a quality education, specifically African American children. The first section of the book provides some historical perspective critical to understanding the current state of education in the U.S., specifically for the education of African American children. The following sections include chapters on policy, learning, ethnomathematics, student identity, and teacher preparation as it relates to the mathematical education of Black children. Through offering “counternarratives” about mathematically successful Black youth, advocating for a curriculum that is grounded in African American culture and ways of thinking, providing shining examples of the brilliance of Blacks students, and promoting high expectations for all rather than situating students as the problem, the authors of this book provide powerful insights related to the teaching and learning of mathematics for African American students. As is made evident in this book, effective teaching involves much more than just engaging students in inquiry-based pedagogy (Kitchen, 2003). The chapters offered in this book demonstrate how mathematics instruction for African American students needs to take into account historical marginalization and present-day policies that do harm to Black students (Kunjufu, 2005). Empowering mathematics instruction for African American students needs to take into consideration and promote students’ cultural, spiritual, and historical identities. Furthermore, mathematics instruction for African American students should create opportunities for students to express themselves and the needs of their communities as a means to promote social justice both within their classrooms and communities.
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Ethnomathematics and its Diverse Approaches for Mathematics Education

This book addresses numerous issues related to ethnomathematics and diverse approaches to it in the context of mathematics education.

Author: Milton Rosa

Publisher: Springer

ISBN: 9783319592206

Category: Education

Page: 361

View: 690

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This book addresses numerous issues related to ethnomathematics and diverse approaches to it in the context of mathematics education. To help readers better understand the development of ethnomathematics, it discusses its objectives and assumptions with regard to promoting an ethics of respect, solidarity, and cooperation across and for all cultures. In turn, the book addresses a range of aspects including pedagogical action, culturally relevant pedagogy, innovative approaches to ethnomathematics, and the role of ethnomathematics in mathematics education. Ethnomathematics offers educators a valuable framework for transforming mathematics so that it can more actively contribute to realizing the dream of a just and humane society. As such, its primary goal is to forge mathematics into a powerful tool to help people create a society characterized by dignity for all, and in which iniquity, arrogance, violence, and bigotry have no place.
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