Is composed of culturally responsive pedagogy and pedagogical content knowledge that focuses on mathematical thinking, language, culture, and social justice. It invites students to examine the world as mathematicians using four key elements: Developing students’ proficiency with important mathematical concepts, relationships, and skills; engaging students’ identities by honoring their prior experience, community, and individuality; sharing mathematical authority with students; connecting mathematics to the investigation of authentic contexts and issues.
Published in Chapter:
Creatively Cultivating a Culturally-Responsive Mathematics Classroom
Loretta Johnson-Smith (Los Angeles Unified School District, USA)
Copyright: © 2022
|Pages: 28
DOI: 10.4018/978-1-7998-8287-9.ch013
Abstract
This chapter explores ways to cultivate a culturally responsive math classroom for in-person and remote learning. In doing so, readers will analyze examples and non-examples of culturally responsive teaching at work. The author will examine a conducive math classroom whose environment and climate is rooted in establishing a healthy and safe math community. She will also dissect texts and curriculum that reflect a culturally responsive math classroom or the lack thereof. In addition, this chapter will identify creative strategies that promote cultural and responsive principles for in-person and remote learning. With these five domains, environment, climate, text, curriculum, and strategies, educational leaders will become equipped to cultivate a culturally responsive math community in their classroom suited for diverse learners.