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Engaging in Culturally Relevant Math Tasks, K-5: Fostering Hope in the Elementary Classroom [Pehme köide]

3.77/5 (24 hinnangut Goodreads-ist)
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  • Formaat: Paperback / softback, 168 pages, kõrgus x laius: 254x177 mm, kaal: 360 g
  • Sari: Corwin Mathematics Series
  • Ilmumisaeg: 21-Apr-2022
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071841718
  • ISBN-13: 9781071841716
Teised raamatud teemal:
Engaging in Culturally Relevant Math Tasks, K-5: Fostering Hope in the Elementary ClassroomSuurem pilt
  • Formaat: Paperback / softback, 168 pages, kõrgus x laius: 254x177 mm, kaal: 360 g
  • Sari: Corwin Mathematics Series
  • Ilmumisaeg: 21-Apr-2022
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071841718
  • ISBN-13: 9781071841716
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781071841716.html
Märksõnad:
"This book is designed as a primary resource for educators engaging in mathematics task adoption, design, planning, and implementation in ways that have potential to engage, inspire, and empower K-5 children. The goal is to offer a practical and inspirational approach to culturally-relevant mathematics instruction in the form of intensive, in-the-moment guidance and practical classroom tools to meet teachers where they are and help grow their practice day by day. This book focuses on research-based and learner-centered teaching practices to help students develop deep conceptual understanding, procedural knowledge and fluency, and application in all mathematical content in grades K-5"--

Empower your students as they reimagine the world around them through mathematics

Culturally relevant mathematics teaching engages and empowers students, 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; however, 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 all K-5 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

Since the emergence of Culturally Relevant Pedagogy as a pedagogical theory, teachers have been asking, Yes, but how do we do it? Engaging in Culturally Relevant Math Tasks is the volume we need to answer that question. It belongs on every teachers bookshelf. -- Gloria Ladson-Billings Engaging in Culturally Relevant Math Tasks is brilliant, bold, and absolutely beautiful! The authors remind us that equity and excellence draw on the brilliance of the students and communities we serve, and on the mathematics already present in students racial and cultural identities, communities, and history. The concepts and ideas shared here are a game-change in mathematics education! Both practical and inspirational, this book offers the perfect blueprint with in-the-moment guidance and practical classroom tools to make culturally responsive instruction attainable -- Cathery Yeh Engaging in Culturally Relevant Math Tasks provides the rationale, practices, task design tools, and beautiful examples to learn how to engage children in culturally relevant math tasks. It is the first book that connects culturally relevant teaching and mathematics in an authentic way to help math educators, coaches, and leaders bring out the brilliance in all of their students! -- Georgina Rivera Engaging in Culturally Relevant Math Tasks is a foundational resource for any educator seeking to engage their students in a culturally relevant math experience. In this resource educators will find practical tools, tips, and strategies that can be implemented immediately within their educational environment. -- Kristopher J. Childs Engaging in Culturally Relevant Math Tasks is a powerful, practical resource for teachers wherever they might be on their teaching journey. It offers insightful guidance in developing and implementing CRMTasks that give students voice, empowers students, connects mathematics to family and community, and provides an approach where students see themselves in the mathematicsall while pushing mathematical complexity, relevance, and high expectations for all students. I found the focus on intentionality energizing in supporting students as they understand and critique their world. Thank you to the authors for sharing your vision and experience! -- Trena Wilkerson Engaging in Culturally Relevant Mathematics Tasks is a much-needed book for socially and culturally conscious teachers of mathematics. Drawing inspiration from the tasks will give teachers the opportunity to engage their elementary learners in becoming critical mathematical thinkers of the world around them. The treasures found in this book should be highly

cherished by all. -- Michelle D. McKnight

Preface xii
What This Book Is About xii
Who This Book Is For xiii
How This Book Works xiii
Acknowledgments xvi
About the Authors xvii
PART I UNDERSTANDING CULTURALLY RELEVANT MATHEMATICS TEACHING
1(46)
1 WHAT IS CULTURALLY RELEVANT MATHEMATICS TEACHING?
2(15)
Modern Expectations For Mathematics
2(1)
Driver 1 Shifts In Mathematics Learning
3(2)
Driver 2 Shifts In Teacher Roles
5(2)
Driver 3 Shifts In Making Mathematics Meaningful
7(2)
Culturally Relevant Teaching
9(1)
Fundamentals Of Culturally Relevantteaching Of Mathematics
10(2)
Rigor As A Floor For Intellectual And Cultural Mathematics Experiences
12(1)
Culture And Community As A Central Source Of Mathematics Activity
12(3)
Mathematics As A Practice Of Critical Agency And Action
15(1)
Summary And Discussion Questions
16(1)
2 Imagining Culturally Relevant Teaching Through Mathematics Practices And Tasks
17(17)
Expanding The Definition Of Mathematics Tasks
18(1)
Mathematical Inquiry Prompt
18(1)
Mathematics Constraints/Conditions
19(1)
Cultural Context
19(1)
Sociocultural Inquiry Prompt
20(1)
When Children Thrive: Culturally Relevant Mathematics Practices
20(2)
Center Complex Identities
22(1)
Expand Understandings
23(1)
Engage Human Experience
24(1)
Fight For Justice
25(1)
Leverage Voice
25(1)
Tasks As Opportunitiesto Build Mathematical Thinking
26(2)
Not Just Anytask: Complexity Matters
28(1)
Tasks As Opportunities To Practice Culturally Relevant Teaching
29(2)
Features Of Culturally Relevant Mathematics Tasks
31(2)
Summary And Discussion Questions
33(1)
3 Creating And Assessing Culturally Relevant Mathematics Tasks
34(13)
Task-Building Actions
34(2)
Establish Demand And Access
36(1)
Center Cultural And Community Inquiry
37(3)
Targetagency And Action
40(1)
Rubric For Creating And Assessing Crmtasks
41(2)
Emerging Dimension
43(1)
Developing Dimension
43(1)
Exemplary Dimension
44(2)
Summary And Discussion Questions
46(1)
PART II PRACTICAL APPROACHES FOR PLANNING AND CREATING CULTURALLY RELEVANT MATHEMATICS TASKS
47(46)
4 Planning With Intention And Hope
48(15)
Unpacking Standards For Crmtask-Building Opportunities
49(6)
Planning Tasks that Foster Hope
55(1)
Responding Beyond Bloom
55(1)
Responding With Hope
56(6)
Summary and Discussion Questions
62(1)
5 Creating Contexts For Cultural Inquiry
63(17)
Emphasizing We Care/We Belong To Create Cultural Inquiry
64(3)
Conducting Student Interviews To Build From Student Culture
67(4)
Conducting Community Walks To Build Community Knowledge
71(4)
Using Children's Literature to Build Crmtasks
75(2)
Using Cultural Artifacts As A Source Of Mathematical Knowledge
77(2)
Summary and Discussion Questions
79(1)
6 Creating Contexts For Agency And Action
80(13)
When We Say Agency
81(1)
Using Social Justice Standards To Guide Task Creation
82(2)
Promoting Individual And Personal Empowerment
84(1)
Standing In Solidarity With Community Aspirations
85(1)
Targeting Agency Through Children's Literature
86(1)
Creating Prompts From Current Justice Issues
87(4)
Summary And Discussion Questions
91(2)
PART III REFINING OUR NOTIONS AND EXPERIENCES
93(38)
7 The Journey: Improving Culturally Relevant Mathematics Teaching
94(11)
Teachers' And Leaders' Notions Of Culturally Relevant Teaching
95(1)
Culturally Relevant Teaching As Making Meaningful Connections
95(1)
Culturally Relevant Teaching As Working With Culture Only
96(2)
Culturally Relevant Teaching As Inclusive And Antiracist
98(1)
Confronting "Difference" In Culturally Relevant Teaching
99(1)
Lesson Planning With Agency
100(2)
Using Culturally Relevant Mathematics Tasks Within Units
102(2)
Summary And Discussion Questions
104(1)
8 The Flow: Implementing And Refining Culturally Relevant Tasks, Lessons, And Units
105(17)
Working With A Mathematics Task Template
106(2)
The Three-Part Lesson
108(1)
Launch
109(4)
Explore
113(1)
Culminate/Congress
114(2)
Culturally Relevant Mathematics Curriculum Unit
116(5)
Summary and Discussion Questions
121(1)
9 Continuing the Journey
122(9)
Reflecting On Key Elements
122(2)
Keys To Continuing The Journey: Hope By Design
124(1)
One Task At A Time
124(1)
Open Upyour Practice
125(1)
Jump In Atthe Deep End
125(1)
Prepare To Engage Young Children In Social Justice
126(1)
Round And Round: Seeing Culturally Relevant Pedagogy As Circular
127(1)
Discussion Questions
128(1)
Resources
129(2)
Appendices
131(5)
Appendix A Revising a Math Task to Be Culturally Relevant Template
131(1)
Appendix B List of Tasks and Math Content Standards With Grade
132(4)
Glossary 136(2)
References 138(3)
Index 141
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.