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# Culturally Relevant Mathematics Teaching

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Tweet## Julie Serwy

on 30 November 2010#### Transcript of Culturally Relevant Mathematics Teaching

culturally relevant teaching clicker question disecting the question what is culturally relevant teaching? culturally relevant teaching hot topic? what does the research say? clicker question SCAMP Project - Story about a Cultural Artifact from a Mathematical Perspective What is best practice related to being a culturally relevant teacher? bibliography of mathematics by sabrina allen, roy kim julie serwy, rachel siedentop It costs $1.50 to travel each way on the city bus. A transit system “fast pass” costs $65 a month. Which is the more economical way to get to work, the daily fare or the fast pass? A) Daily Fare

B) Fast Pass

C) Not Enough Information typical white student minority cultured student 5 workdays in a week, 4 weeks per month -> 20 work days per month.

Round trip cost per day: $3

$3 x 20 = $60, so the daily fare would be $5 cheaper than the fast pass. Felt that there was not enough information given:

how many jobs does this person have?

needed to consider for riding the bus to go to

church, grocery shopping, etc. Culturally Relevant Teaching is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes. (Ladson-Billings, 1994) What is the percentage of students that are of racial and ethnic minority in American schools today? A. 20%

B. 30%

C. 40%

D. 50% What are the statistics concerning the racial and ethnic makeup of American schools? 1972, 22% of all students were of racial/ethnic minority backgrounds. In 2003, that percent has risen to 41%. In some states and the District of Columbia, students of color are already in the majority. According to the Interactive Illinois Report Card, Illinois has seen a fall of the percentage of white students from 1999 at 62% to 52.8% in 2010. That is a 10% decrease in roughly 10 years. (Villegas and Lucas, 2007) issues concerning culturally relevant teaching students' lack of motivation In a study where teachers used culturally relevant pedagogy by allowing their students to draw on personal experiences in order to write problems for class, the teachers found that: Student interviews and class observations showed that students' interest in mathematics increased Also, “Students’ perception of math they use outside of school increased." (Ensign, 2003) achievement gap The achievement gap has been "normalizing" the low achievement of Black, Latino, ELL and working-class students without acknowledging racism or racialization of students. (Gutierrez, 2008) The lens [of a racial achievement gap] places groups in opposition to each other: one’s gain is the other’s loss, potentially fueling insecurities among White and middle- or upper-income families when the gap narrows. One pair of teachers did a project with students called "Downsize Me" using Morgan Spurlock's video about McDonald’s, “Super-size me." Teachers believed the topic to be culturally relevant because it would “address social issues” such as obesity. In the project, students tried to find if Spurlock could have eaten healthier and who was to blame for the weight gain in addition to learning about measures of central tendency. + provided students with the "opportunity to learn mathematics and to develop critical consciousness." - "The topic turned out not to be relevant for this particular group of students. Although they knew McDonald's, they do not belong to the ‘McDonald's culture.’" (Adeleke, Leonard, & Napp, 2009) clicker question Suppose you had planned a week long project that you believed would be culturally relevant but on the first day, students did not react to it like you had hoped. What would you do? A. Continue with the project anyway

B. Alter the lesson to make it more culturally relevant

C. Forget about the project and lecture on the topic instead 1) With a partner or individually, the students chose a cultural artifact of interest and explained why they chose it.

2) Investigated, researched, and reported the mathematics behind the artifact

3) Created a mathematical problem based on the artifact at an appropriate skill level

4) Wrote a story, poem or song central to the artifact

5) Gave a 10-15 minute presentation of the artifact to the class Topics chosen: Chinese abacus, Mayan calender, pyramid, sundial, origami, Aztec calendar, soccer ball, hockey puck, basketball, baseball bat, pool table, skateboard, billiard table, monopoly, chess, doughnut, M&M’s, pineapple, Coke, pizza, nutcracker, totem pole, diamond, fireworks, guitar... Expand thinking on who can do math Build on Minority Students’ Existing Academic Communities Learn From Schools That Promote Math Excellence Reduce Students' Isolation Students treated as competent are likely to demonstrate competence Using teaching methods beyond rote work Teachers must have a positive attitude towards multiculturalism Why is this important for YOUR future teaching? Adeleke, S., Leonard, J., & Napp, C. (2009). The Complexities of Culturally Relevant Pedagogy: A

Case Study of Two Secondary Mathematics Teachers and Their ESOL Students. The High School

Journal, 3-20.

Chappell, M. F. & Najee-ullah, D. H. (Oct. 2000). Multicultural Issues Necessary for Teacher Preparation in

Mathematics: Moving beyond Awareness. The NCTM Website. National Council of Teachers of

Mathematics. <http://www.nctm.org/resources/content.aspx?id=1772>

Cheng-Yao, L. (2007). Teaching Multiplication Algorithms from Other Cultures. Mathematics Teaching in

the Middle School, 13(5), 298-304. Retrieved from Academic Search Premier database.

Ensign, J. (2003). Including Culturally Relevant Math in an Urban School. Educational Studies, 34(4) 414-

423.

Gutiérrez, R. (July 2008). "A ‘gap-gazing’ fetish in mathematics education? Problematizing research on the

achievement gap. Journal for Research in Mathematics Education 39 357–364.

Ladson-Billings, G. (1994). The Dreamkeepers: Successful teaching for African-American students. San

Francisco: Jossey-Bass, 17–18.

Malloy, Carol E. and William W. Malloy (1998). Issues of Culture in Mathematics Teaching and Learning.

The Urban Review, 245-257.

Neel, K. (2005). Addressing Diversity In The Mathematics Classroom With Cultural Artifacts. Mathematics

Teaching in the Middle School, 11(2), 54-61. Retrieved from Academic Search Premier database.

Secada, W. G., Fennema, E., & Adajian, L. B. (1995). New directions for equity in mathematics education.

New York, N.Y.: Cambridge University Press.

Villegas, A. M. and Tamara Lucas. (March 2007). The Culturally Responsive Teacher. Educational

Leadership, 28-33.

Walker, E. N. (2007). Why aren't more minorities taking advanced math?. Educational Leadership, 65(3),

48-53.

Full transcriptB) Fast Pass

C) Not Enough Information typical white student minority cultured student 5 workdays in a week, 4 weeks per month -> 20 work days per month.

Round trip cost per day: $3

$3 x 20 = $60, so the daily fare would be $5 cheaper than the fast pass. Felt that there was not enough information given:

how many jobs does this person have?

needed to consider for riding the bus to go to

church, grocery shopping, etc. Culturally Relevant Teaching is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes. (Ladson-Billings, 1994) What is the percentage of students that are of racial and ethnic minority in American schools today? A. 20%

B. 30%

C. 40%

D. 50% What are the statistics concerning the racial and ethnic makeup of American schools? 1972, 22% of all students were of racial/ethnic minority backgrounds. In 2003, that percent has risen to 41%. In some states and the District of Columbia, students of color are already in the majority. According to the Interactive Illinois Report Card, Illinois has seen a fall of the percentage of white students from 1999 at 62% to 52.8% in 2010. That is a 10% decrease in roughly 10 years. (Villegas and Lucas, 2007) issues concerning culturally relevant teaching students' lack of motivation In a study where teachers used culturally relevant pedagogy by allowing their students to draw on personal experiences in order to write problems for class, the teachers found that: Student interviews and class observations showed that students' interest in mathematics increased Also, “Students’ perception of math they use outside of school increased." (Ensign, 2003) achievement gap The achievement gap has been "normalizing" the low achievement of Black, Latino, ELL and working-class students without acknowledging racism or racialization of students. (Gutierrez, 2008) The lens [of a racial achievement gap] places groups in opposition to each other: one’s gain is the other’s loss, potentially fueling insecurities among White and middle- or upper-income families when the gap narrows. One pair of teachers did a project with students called "Downsize Me" using Morgan Spurlock's video about McDonald’s, “Super-size me." Teachers believed the topic to be culturally relevant because it would “address social issues” such as obesity. In the project, students tried to find if Spurlock could have eaten healthier and who was to blame for the weight gain in addition to learning about measures of central tendency. + provided students with the "opportunity to learn mathematics and to develop critical consciousness." - "The topic turned out not to be relevant for this particular group of students. Although they knew McDonald's, they do not belong to the ‘McDonald's culture.’" (Adeleke, Leonard, & Napp, 2009) clicker question Suppose you had planned a week long project that you believed would be culturally relevant but on the first day, students did not react to it like you had hoped. What would you do? A. Continue with the project anyway

B. Alter the lesson to make it more culturally relevant

C. Forget about the project and lecture on the topic instead 1) With a partner or individually, the students chose a cultural artifact of interest and explained why they chose it.

2) Investigated, researched, and reported the mathematics behind the artifact

3) Created a mathematical problem based on the artifact at an appropriate skill level

4) Wrote a story, poem or song central to the artifact

5) Gave a 10-15 minute presentation of the artifact to the class Topics chosen: Chinese abacus, Mayan calender, pyramid, sundial, origami, Aztec calendar, soccer ball, hockey puck, basketball, baseball bat, pool table, skateboard, billiard table, monopoly, chess, doughnut, M&M’s, pineapple, Coke, pizza, nutcracker, totem pole, diamond, fireworks, guitar... Expand thinking on who can do math Build on Minority Students’ Existing Academic Communities Learn From Schools That Promote Math Excellence Reduce Students' Isolation Students treated as competent are likely to demonstrate competence Using teaching methods beyond rote work Teachers must have a positive attitude towards multiculturalism Why is this important for YOUR future teaching? Adeleke, S., Leonard, J., & Napp, C. (2009). The Complexities of Culturally Relevant Pedagogy: A

Case Study of Two Secondary Mathematics Teachers and Their ESOL Students. The High School

Journal, 3-20.

Chappell, M. F. & Najee-ullah, D. H. (Oct. 2000). Multicultural Issues Necessary for Teacher Preparation in

Mathematics: Moving beyond Awareness. The NCTM Website. National Council of Teachers of

Mathematics. <http://www.nctm.org/resources/content.aspx?id=1772>

Cheng-Yao, L. (2007). Teaching Multiplication Algorithms from Other Cultures. Mathematics Teaching in

the Middle School, 13(5), 298-304. Retrieved from Academic Search Premier database.

Ensign, J. (2003). Including Culturally Relevant Math in an Urban School. Educational Studies, 34(4) 414-

423.

Gutiérrez, R. (July 2008). "A ‘gap-gazing’ fetish in mathematics education? Problematizing research on the

achievement gap. Journal for Research in Mathematics Education 39 357–364.

Ladson-Billings, G. (1994). The Dreamkeepers: Successful teaching for African-American students. San

Francisco: Jossey-Bass, 17–18.

Malloy, Carol E. and William W. Malloy (1998). Issues of Culture in Mathematics Teaching and Learning.

The Urban Review, 245-257.

Neel, K. (2005). Addressing Diversity In The Mathematics Classroom With Cultural Artifacts. Mathematics

Teaching in the Middle School, 11(2), 54-61. Retrieved from Academic Search Premier database.

Secada, W. G., Fennema, E., & Adajian, L. B. (1995). New directions for equity in mathematics education.

New York, N.Y.: Cambridge University Press.

Villegas, A. M. and Tamara Lucas. (March 2007). The Culturally Responsive Teacher. Educational

Leadership, 28-33.

Walker, E. N. (2007). Why aren't more minorities taking advanced math?. Educational Leadership, 65(3),

48-53.