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Engaging in Culturally Relevant Math Tasks, 6-12: Fostering Hope in the Middle and High School Classroom [Pehme köide]

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  • Formaat: Paperback / softback, 192 pages, kõrgus x laius: 254x177 mm, kaal: 400 g
  • Sari: Corwin Mathematics Series
  • Ilmumisaeg: 02-Feb-2023
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071841785
  • ISBN-13: 9781071841785
Teised raamatud teemal:
Engaging in Culturally Relevant Math Tasks, 6-12: Fostering Hope in the Middle and High School ClassroomSuurem pilt
  • Formaat: Paperback / softback, 192 pages, kõrgus x laius: 254x177 mm, kaal: 400 g
  • Sari: Corwin Mathematics Series
  • Ilmumisaeg: 02-Feb-2023
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071841785
  • ISBN-13: 9781071841785
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781071841785.html
Märksõnad:

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.

Arvustused

The book is a great resource and provides a deep dive into culturally responsive and relevant mathematics practices. It includes rich examples

and tasks that can be used during instruction, professional development, and research initiatives in mathematics education that seek to embrace

culture and emphasize the relevance of mathematics in our everyday lives. Notably, the culturally relevant mathematics task-building framework

provides clear guidance for creating cognitively demanding tasks that draw on the knowledge and experiences of individuals communities and

empower them to address existing inequities. -- Ruthmae Sears * Tampa, FL * This phenomenal book provides practical approaches to analyze, identify, and create culturally relevant mathematics tasks that help secondary

mathematics teachers create opportunities to connect to students lived experiences. -- Lateefah Id-Deen * Kennesaw, GA * Thank you, Matthews, Jones, and Parker, for the secondary version of Engaging in Culturally Relevant Math Tasks. You provide secondary teachers

with the tools to deepen their understanding of culturally relevant pedagogy for the classroom. Our students need it! -- John Staley * Randallstown, MD * The authors of Engaging in Culturally Relevant Math Tasks have provided a well-needed modern vision of what mathematics teaching and learning

at the secondary level should look like in the 21st century. Teachers who read this book will be given the tools to begin developing rich, engaging,

meaningful mathematics experiences that foster joy and creativity for their students while empowering students and teachers as change agents. -- Robin Wilson * Los Angeles, CA * In this much-needed work, Matthews, Jones, and Parker build seamlessly on their prior volume for Grade K5 teachers. The authors provide practical

guidance to support teachers in finding, adapting, or creating tasks with challenging contexts that help develop students hope, empathy, and

agency. This is an invaluable resource for teachers who want to center students voices and lived experiences. -- Tami S. Martin * Normal, IL * For those who fear that culturally relevant math can be misconstrued as formulaic tricks or bombastic rhetoric, this book lives up to the titles

promise of fostering hope. Readers will find a wealth of frameworks for reaching students where they are at, for illuminating the cultural

landscapes that escape our notice, and for inspiring students to see how mathematical ways of knowing and social motivations for inquiry can be

united with rigor, compassion, and scholarly excellence. -- Ron Eglash * Ann Arbor, MI * The authors remind us that quality math tasks are not solely defined by their level of cognitive demand but must also give deliberate attention

to inquiring about and centering the cultural brilliance and wisdom of students and their communities. This book is a must-read for middle and high school math teachers. -- Tonya Gau Bartell * Pleasant Lake, MI * What a wonderful resource full of concrete, actionable strategies for creating more inclusive, culturally responsive mathematics classrooms. The authors offer not only a multitude of rich task examples that are classroom tested, but they also provide guidance for designing mathematically meaningful tasks that are relevant for the students and communities you serve. At the heart of their work is a deep respect for students identities and abilities and for the work of teachers committed to a more just, equitable, and hopeful approach to mathematics education. -- Mark Ellis * Fullerton, CA *

Preface xii
What This Book Is About xiii
Who This Book Is For xiii
How This Book Works xiv
Acknowledgments xvi
About the Authors xvii
PART I IMAGINING CULTURALLY RELEVANT MATHEMATICS TEACHING
1(56)
1 What Is Culturally Relevant Mathematics Teaching?
2(17)
Modern Expectations For Mathematics
2(8)
Driver 1 Shifts In Mathematics Learning
3(2)
Driver 2 Shifts In Teacher Roles
5(2)
Driver 3 Shifts In Mathematics Content
7(1)
Driver 4 Shifts In Making Mathematics Meaningful
8(2)
Culturally Relevantteaching
10(2)
Fundamentals Of Culturally Relevantteaching Of Mathematics
12(6)
Rigor As A Floor For Intellectual And Cultural Mathematics Experiences
14(1)
Culture And Community As A Central Source Of Mathematics Activity
14(3)
Mathematics As A Practice Of Critical Agency And Action
17(1)
Summary And Discussion Questions
18(1)
2 Imagining Culturally Relevant Teaching Through Mathematics Practices And Tasks
19(21)
Expanding The Structure Of Mathematics Tasks
20(3)
Mathematics Constraints And Conditions
20(1)
Mathematical Inquiry Prompt
21(1)
Cultural Context
21(1)
Socioculturalinquiryprompt
21(2)
When Students Thrive: Culturally Relevant Mathematics Practices
23(8)
Center Complex Identities
25(1)
Expand Understandings
25(2)
Engage Human Experience
27(1)
Fight For Justice
28(2)
Leverage Voice
30(1)
Tasks As Opportunities To Build Mathematical Thinking
31(1)
Not Just Anytask: Complexity Matters
32(3)
Tasks As Opportunities To Practice Culturally Relevantteaching
35(1)
Features Of Culturally Relevant Mathematics Tasks
36(2)
Summary And Discussion Questions
38(2)
3 Creating And Assessing Culturally Relevant Mathematics Tasks
40(17)
Task-Building Actions
40(10)
Establish Demand Andaccess
42(2)
Center Cultural And Community Inquiry
44(4)
Targetagency And Action
48(2)
Rubric For Creating And Assessing Culturally Relevant Mathematics Tasks
50(6)
Emerging Dimension
52(1)
Developing Dimension
53(1)
Exemplary Dimension
54(2)
Summary And Discussion Questions
56(1)
PART II PRACTICAL APPROACHES FOR PLANNING AND CREATING CULTURALLY RELEVANT MATHEMATICS TASKS
57(56)
4 Planning With Intention And Hope
58(17)
Unpacking Standards For Crmtask-Building Opportunities
59(7)
Planning Tasks That Foster Hope
66(8)
Responding Beyond Bloom
66(1)
Responding Withhope
67(2)
Adapting Content Standards With Hope Verbs
69(3)
Creating Task Goals From Hope Verbs
72(2)
Summary And Discussion Questions
74(1)
5 Creating Contexts For Cultural Inquiry
75(23)
Emphasizing We Care/We Belong To Create Cultural Inquiry
76(7)
Conducting Student Interviews To Build From Studentculture
83(4)
Conducting Community Walks To Build Community Knowledge
87(4)
Using Literature And Mediato Build Culturally Relevant Mathematics Tasks
91(4)
Using Cultural Artifacts As Asource Of Mathematical Knowledge
95(2)
Summary And Discussion Questions
97(1)
6 Creating Contexts For Empathy, Agency, And Action
98(15)
When We Say Empathy, Agency, And Action
99(1)
Selecting Social Justice Standards To Guide Task Design
100(2)
Building Empathy
102(2)
Promoting Agency And Action Through Personal And Collective Empowerment
104(3)
Creating Prompts From Media And Current Issues
107(4)
Summary And Discussion Questions
111(2)
PART III REFINING OUR NOTIONS AND EXPERIENCES
113(45)
7 The Journey: Improving Culturally Relevant Mathematics Teaching
114(13)
Improving Teachers `And Leaders' Emerging Notions Of Culturally Relevantteaching
115(1)
Culturally Relevantteaching As Making Meaningful Connections
116(1)
Culturally Relevant Teaching As Working With Culture Only
116(1)
Moving Beyond The Surface: Deepening Cultural Explorations While Doing Math
117(3)
Confronting "Difference" In Culturally Relevant Teaching
120(2)
Improving Understandings Of Culture As A Source For Building Agency
122(2)
Seeing Culturally Relevantteaching As Antiracist
124(1)
Summary And Discussion Questions
125(2)
8 The Flow: Implementing And Refining Culturally Relevant Tasks, Lessons, And Units
127(21)
Working With A Math Tasktemplate
128(3)
The Three-Part Lesson
131(10)
Launch
134(1)
Lean In To The Social/Cultural Environment
134(1)
Make Space
135(1)
"Everyone, Take Aseat": Situate Learners As Co'-Creators
136(1)
Explore
137(2)
Culminate/Congress
139(2)
Culturally Relevant Mathematics Curriculum Unit
141(6)
Summary And Discussion Questions
147(1)
9 Continuing The Journey
148(10)
Reflecting On Key Elements
148(2)
Keys To Continuing The Journey: Hope By Design
150(1)
One Task At A Time
151(1)
Open Up your Practice
151(1)
Jump In at the Deep End
151(1)
Prepare To Engage Students In Social Justice
152(1)
Round And Round: See Culturally Relevant Pedagogy As Circular
153(2)
Summary And Discussion Questions
155(1)
Resources
156(2)
Appendices
158(6)
Appendix A Revising a Math Task to Be Culturally Relevant Template
158(1)
Appendix B Culturally Relevant Teaching Lesson Plan Template
159(1)
Appendix C List of Tasks and Math Content Standard With Grade
160(4)
References 164(3)
Index 167
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 Chancellors 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.