At a time of rapid demographic change and amidst the many educational challenges facing the US, this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions.
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"In closing, I would like to draw attention to how, in my view, many mathematics education research endeavors continue to talk the good talk of culturally responsive pedagogy in mathematics education, but walking the walk in practice remains much more elusive....I applaud the sincere efforts of the authors in this book to ground the ‘good talk’ (the theoretical discussions) in specific classroom and curricular experiences that do, indeed, serve as pointers to possibilities for real change."--Teachers College Record
"Culturally Responsive Mathematics Education seeks to establish mathematics as a human activity, constructed by those who practice it and subject to the uncertainties of any human endeavor."—Education Review
About the Author
Dr. Brian Greer is an independent scholar and Adjunct Professor in the Graduate School of Education at Portland State University.
Dr. Swapna Mukhopadhyay is an Associate Professor in the Graduate School of Education at Portland State University.
Dr. Arthur B. Powell is an Associate Professor of Mathematics Education in the Department of Urban Education and Associate Director of the Robert B. Davis Institute for Learning at Rutgers University.
Dr. Sharon Nelson-Barber is a sociolinguist and directs the Center for the Study of Culture and Language in Education Research at WestEd.
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bilingual mathematics learners, college mathematics instruction, projected numerical growth, writing the world with mathematics, culturally based math, privileging mathematics, ethnomathematical perspective, situated design tools, classical mathematical knowledge, mathematics teachers need, college level mathematics, critical mathematics education, mathematics literacy, academic mathematics, mathematical proficiency, procedural fluency, common language practices, natural mathematics, humanistic image, responsive pedagogy, cultural responsiveness, preservice students, dialogic learning, responsive teaching, mathematics teacher education Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, United States, African Americans, Algebra Project, Cambridge University Press, Teachers College Press, Department of Education, National Council of Teachers of Mathematics, The Netherlands, Retrieved August, Retrieved November, National Science Foundation, San Francisco, Dora Andrew-Ihrke, Jerry Lipka, Evelyn Yanez, Shandy Hauk, Culturally Responsive College Level Mathematics, Educational Studies, Eric Gutstein, National Research Council, Swapna Mukhopadhyay, Rethinking Schools, Beacon Press, Harvard University Press Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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