Empower your students as they reimagine the world around them through mathematics
Culturally relevant mathematics teaching engages students by 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. But many teachers ask, 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 6-12 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.
Inhoudsopgave
Preface
Part I: Building a Foundation for Culturally Relevant Mathematics Teaching
Chapter 1: What is Culturally Relevant Mathematics Teaching
Chapter 2: Imagining Culturally Relevant Teaching through Mathematics Practices and Tasks
Chapter 3: Creating and Assessing Culturally Relevant Mathematics Tasks
PART II: Practical Approaches for Planning and Creating Culturally Relevant Mathematics Tasks
Chapter 4: Planning with Intention and Hope
Chapter 5: Creating Contexts for Cultural Inquiry
Chapter 6: Creating Contexts for Empathy, Agency, and Action
PART III: Refining Our Notions and Experiences
Chapter 7: The Journey—Improving Culturally Relevant Mathematics Teaching
Chapter 8: The Flow—Implementing and Refining Culturally Relevant Tasks, Lessons, and Units
Chapter 9: Continuing the Journey
Resources
Appendices
Over de auteur
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.
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