Help students see their whole selves in the math they′re learning with culturally responsive teaching.
Cultivating Mathematical Hearts: Culturally Responsive Mathematics Teaching in Elementary Classrooms, aims to re-center mathematics as a humanizing endeavor because putting children and their humanity at the heart of mathematics education can result in more engaged, meaningful, and joyful learning.
This book introduces a model and a tool for Culturally Responsive Mathematics Teaching, constructed to create a safe, inclusive space where all learners can come together in their own educational journey and develop a love for math that centers their experiences and comes from the heart. Implementing the Culturally Responsive Mathematics Teaching Tool (CRMT2) will help you cultivate and sustain meaningful, rich, and rigorous mathematical learning spaces for all your students–experiences that foster mathematical curiosity and joy. The book walks you through each aspect of the framework and tool, guiding you to consider how your classroom structures, lessons, tasks, and assessments:
- Honor the existing cultural strengths, experiences, and lived realities of all your students
- Elicit diverse mathematical thinking and ideas
- Support equitable access to rigorous mathematical learning and discourse for all students
- Invite a sense of agency in each student’s learning experience
- Promote high engagement and excitement while learning mathematics
- Nurture an understanding that mathematics is a powerful tool for making sense of the world
By weaving these strategies into classroom lessons, teachers can humanize mathematics instruction to successfully build a love for math while providing equitable learning opportunities that empower student voice and promote success in mathematics.
Table des matières
Preface
Acknowledgements
About the Authors
Part 1: Foundations and Framework of Culturally Responsive Mathematics Teaching
Chapter 1: Culturally Responsive Mathematics Teaching: Purpose and Principles
Chapter 2: Unpacking Culturally Responsive Mathematics Teaching: Retooling Your Pedagogy
Chapter 3: Knowledges and Identities
Chapter 4: Rigor and Support
Chapter 5: Power and Participation
Part 2: Culturally Responsive Math Teaching in Elementary Classrooms
Chapter 6: Using CRMT to Adapt a First Grade District-Created Lesson By Holly Tate and Olivia Canning
Chapter 7: Using CRMT to Transform a Fourth-Grade Mathematics Classroom Over Time By Holly Tate and Kaitlin Kaplewicz
Chapter 8: Corazones Matemáticas: CRMT in Bilingual Classrooms By Melissa Adams Corral
Chapter 9: CRMT in Special Education Spaces By Talya Kemper and Maria del Rosario Zavala
Epilogue
Appendix: The Culturally Responsive Mathematics Teaching Tool (CRMT2)
References
A propos de l’auteur
Maria del Rosario Zavala is an American-born daughter of Peruvian immigrants, a mother, and an Associate Professor of Elementary Education at San Francisco State University. She studied mathematics at the University of California, Santa Cruz almost(!) became a high school math teacher, before working in elementary education. Across her 20+ career in education, she has worked in classrooms across the K-12 spectrum, and supported teachers’ professional learning in a variety of contexts. During her Ph D in Education with a focus on Learning Sciences at the University of Washington, she became interested in ethnomathematics and social justice mathematics, and in particular how topics like these can make mathematics classrooms welcoming spaces for Latinx students and other historically marginalized populations. In addition to work on the role of racial and other socially constructed identities in learning mathematics, a large part of her research agenda includes defining, expanding, and evolving ideas of culturally responsive mathematics teaching (CRMT) – in particular the impact of CRMT on both teachers and students. Maria believes mathematics teaching and learning are creative endeavors. She has unequivocal faith in teachers, and the power of teachers, parents, and community members working together to make schools places worthy of our children.
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