Engaging in Culturally Relevant Math Tasks, K-5: Fostering Hope in the Elementary Classroom
168Engaging in Culturally Relevant Math Tasks, K-5: Fostering Hope in the Elementary Classroom
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Overview
Empower your students as they reimagine the world around them through mathematics
Culturally relevant mathematics teaching engages and empowers students, helping them learn and understand math more deeply and make connections to themselves, their communities, and the world around them. The mathematics task provides opportunities for a direct pathway to this goal; however, how can you find, adapt, and implement math tasks that build powerful learners?
Engaging in Culturally Relevant Math Tasks helps teachers to design and refine inspiring mathematics learning experiences driven by the kind of high-quality and culturally relevant mathematics tasks that connect students to their world. With the goal of inspiring all students to see themselves as doers of mathematics, this book provides intensive, in-the-moment guidance and practical classroom tools that empower educators to shape culturally relevant experiences while systematically building tasks that are standards-based. It includes
- A pathway for moving through the process of asking, imagining, planning, creating, and improving culturally relevant math tasks.
- Tools and strategies for designing culturally relevant math tasks that preservice, novice, and veteran teachers can use to grow their practice day by day.
- Research-based teaching practices seen through the lens of culturally relevant instruction that help students develop deep conceptual understanding, procedural knowledge, fluency, and application in all K-5 mathematical content.
Examples, milestones, opportunities for reflection, and discussion questions guide educators to strengthen their classroom practices, and to reimagine math instruction in response. This book is for any educator who wants to teach mathematics in a more authentic, inclusive, and meaningful way, and it is especially beneficial for teachers whose students are culturally different from them.
Product Details
ISBN-13: | 9781071841693 |
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Publisher: | SAGE Publications |
Publication date: | 03/07/2022 |
Series: | Corwin Mathematics Series |
Sold by: | Barnes & Noble |
Format: | eBook |
Pages: | 168 |
Sales rank: | 229,594 |
File size: | 9 MB |
About the Author
Dr. Lou Edward Mathews is a global mathematics creative and founder of InspireMath committed to building inspiring, sustainable mathematics platforms and culturally relevant education experiences in communities around the world. As Director of Mathematics and Science at Urban Teachers, a national teacher residency program with Johns Hopkins University, Dr. Lou supports the recruitment, coaching and deployment of culturally competent mathematics teachers in Baltimore, Washington DC and Dallas.
In response to the global crisis of racial injustice and COVID19 pandemic, Dr. Lou created Pi Before Dinner, a virtual space and media channel for amplifying and illuminating the voices and images of Black children, families and community in mathematics. The podcast is in its second season on Facebook Live and Youtube and has spawned a website media page and online network of educators and allies.
Dr. Lou has served the mathematics community as a leading equity and racial justice advocate, speaker and scholar. As a mathematics scholar, he has authored studies, book chapters, blogs and videos on culturally relevant mathematics teaching in mathematics. Dr. Matthews led the creation of the Journal of Urban Mathematics Education in 2008. The journal was established to increase the presence and voice of scholars in urban mathematics.
Born in Bermuda, Dr. Lou is currently based in the DC area and has been actively involved in national and international initiatives in the United States, Caribbean, and Africa for the past two decades. He has recently established the Inspire Math Foundation and is a past president of the Benjamin Banneker Association and former acting Commission of Education of Bermuda Public Schools
Dr. Lou is an avid mountain biker and committed to various community and social issues such as ADHD, anti-racism, gentrification and affordable housing.
Dr. Shelly M. Jones is a Professor of Mathematics Education at Central Connecticut State University. She teaches undergraduate mathematics content and methods courses for pre-service teachers as well as graduate level mathematics content, curriculum and STEM courses for in-service teachers. Before joining the CCSU faculty, Dr. Jones was a middle school Mathematics Teacher and a K-12 Mathematics Administrator. She provides mathematics professional development nationally and internationally. She has been an educator for 30 years.
Dr. Jones serves her community by working with various professional and community organizations. You can see her CCSU TEDx talk on YouTube where she talks about culturally relevant mathematics. She is a contributing author for the book entitled, The Brilliance of Black Children in Mathematics: Beyond the Numbers and Toward a New Discourse and the author of Women Who Count: Honoring African American Women Mathematicians.
Dr. Yolanda A. Parker has been an educator for over 25 years and has been full-time faculty at Tarrant County College-South Campus for over 10 years in the Mathematics Department where she primarily teaches Statistics and Math for Teachers courses. She has a B.S. in Applied Math from Texas A&M University in College Station, TX; M.A. in Liberal Studies from Dartmouth College in Hanover, NH; and Ph.D. in Mathematics Education from Illinois State University in Normal, IL.
She was honored as one of the 2017 “Hidden Figures of Dallas: Top Women of Color in S.T.E.M.” by the National Society of Black Engineers (NSBE), Dallas/Fort Worth Professionals chapter and has been featured in Women Who Count: Honoring African American Women Mathematicians. She was also recognized as the campus recipient of the 2017 Tarrant County College “Chancellor’s Award for Exemplary Teaching”, the highest award a TCC faculty can receive. Her research interests include the effectiveness of mathematics manipulatives with adult learners, algebra teacher self-efficacy and culturally relevant cognitively demanding mathematics tasks.
Table of Contents
Preface xii
What This Book Is About xii
Who This Book Is For xiii
How This Book Works xiii
Acknowledgments xvi
About the Authors xvii
Part I Understanding Culturally Relevant Mathematics Teaching 1
1 What Is Culturally Relevant Mathematics Teaching? 2
Modern Expectations for Mathematics 2
Driver 1 Shifts in Mathematics Learning 3
Driver 2 Shifts in Teacher Roles 5
Driver 3 Shifts in Making Mathematics Meaningful 7
Culturally Relevant Teaching 9
Fundamentals of Culturally Relevant Teaching of Mathematics 10
Rigor as a Floor for Intellectual and Cultural Mathematics Experiences 12
Culture and Community as a Central Source of Mathematics Activity 12
Mathematics as a Practice of Critical Agency and Action 15
Summary and Discussion Questions 16
2 Imagining Culturally Relevant Teaching through Mathematics Practices and Tasks 17
Expanding the Definition of Mathematics Tasks 18
Mathematical Inquiry Prompt 18
Mathematics Constraint/Conditions 19
Cultural Context 19
Socialcultural Inquiry Prompt 20
When Children Thrive: Culturally Relevant Mathematics Practices 20
Center Complex Identities 22
Expand Understandings 23
Engage Human Experience 24
Fight for Justice 25
Leverage Voice 25
Tasks as Opportunities to Build Mathematical Thinking 26
Not Just Any Task: Complexity Matters 28
Tasks as Opportunities to Practice Culturally Relevant Teaching 29
Features of Culturally Relevant Mathematics Tasks 31
Summary and Discussion Questions 33
3 Creating and Assessing Culturally Relevant Mathematics Tasks 34
Task-Building Actions 34
Establish Demand and Access 36
Center Cultural and Community Inquiry 37
Target Agency and Action 40
Rubric for Creating and Assessing Crmtasks 41
Emerging Dimension 43
Developing Dimension 43
Exemplary Dimension 44
Summary and Discussion Questions 46
Part II Practical Approaches for Planning and Creating Culturally Relevant Mathematics Tasks 47
4 Planning with Intention and Hope 48
Unpacking Standards for Crmtask-Building Opportunities 49
Planning Tasks that Foster Hope 55
Responding Beyond Bloom 55
Responding With Hope 56
Summary And Discussion Questions 62
5 Creating Contexts for Cultural Inquiry 63
Emphasizing We Care/We Belong to Create Cultural Inquiry 64
Conducting Student Interviews to Build from Student Culture 67
Conducting Community Walks to Build Community Knowledge 71
Using Children's Literature to Build Crmtasks 75
Using Cultural Artifacts as a Source of Mathematical Knowledge 77
Summary and Discussion Questions 79
6 Creating Contexts for Agency and Action 80
When We Say Agency 81
Using Social Justice Standards to Guide Task Creation 82
Promoting Individual and Personal Empowerment 84
Standing in Solidarity with Community Aspirations 85
Targeting Agency through Children's Literature 86
Creating Prompts from Current Justice Issues 87
Summary and Discussion Questions 91
Part III Refining Our Notions and Experiences 93
7 The Journey: Improving Culturally Relevant Mathematics Teaching 94
Teachers' and Leaders' Notions of Culturally Relevant Teaching 95
Culturally Relevant Teaching as Making Meaningful Connections 95
Culturally Relevant Teaching as Working with Culture Only 96
Culturally Relevant Teaching as Inclusive and Antiracist 98
Confronting "Difference" in Culturally Relevant Teaching 99
Lesson Planning with Agency 100
Using Culturally Relevant Mathematics Tasks within Units 102
Summary and Discussion Questions 104
8 The Flow: Implementing and Refining Culturally Relevant Tasks, Lessons, and Units 105
Working with a Mathematics Task Template 106
The Three-Part Lesson 108
Launch 109
Explore 113
Culminate/Congress 114
Culturally Relevant Mathematics Curriculum Unit 116
Summary and Discussion Questions 121
9 Continuing the Journey 122
Reflecting on Key Elements 122
Keys to Continuing the Journey: Hope by Design 124
One Task at a Time 124
Open Up Your Practice 125
Jump in at the Deep End 125
Prepare to Engage Young Children in Social Justice 126
Round and Round: Seeing Culturally Relevant Pedagogy as Circular 127
Discussion Questions 128
Resources 129
Appendices 131
Appendix A Revising a Math Task to Be Culturally Relevant Template 131
Appendix B List of Tasks and Math Content Standards With Grade 132
Glossary 136
References 138
Index 141