The Nuances and complexities of teaching mathematics for cultural relevance and social justice  

Oleh:

Leonard, Jacqueline ; Brooks, Wanda ; Barnes-Johnson, Joy ; Berry III, Robert Q.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal Of Teacher Education vol. 61 no. 3 (May 2010), page 261-270.
Topik: critical theory; critical pedagogy; mathematics education; teaching context; multicultural education
Fulltext: The Nuances and Complexities of Teaching Mathematics.pdf (244.61KB)

Isi artikel

Mathematics is not a race-neutral subject. Access and opportunity in mathematics for students of color in the United States continue to be limited. While a great deal of attention has been given to increasing the number of underrepresented minority students in the mathematics pipeline, there is little consideration of who they are as learners or the context in which their mathematics learning takes place. We argue that culturally relevant instruction coupled with teaching for social justice can motivate marginalized students to learn mathematics. Throughout this conceptual article, we (a) explore the theoretical frameworks underlying culturally relevant pedagogy (CRP) and social justice pedagogy (SJP), (b) present illustrative cases of mathematics teaching that reveal the possibilities and challenges associated with these pedagogical approaches, and (c) offer to the field of teacher education recommendations related to the successful use of CRP and SJP within today's classrooms.

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