Engaging in culturally relevant math tasks fostering hope in the middle and high school classroom 1st Edition by Lou Edward Matthews, Shelly Jones, Yolanda Parker 1071841688 9781071841686

PART I: UNDERSTANDING CULTURALLY RELEVANT MATHEMATICS TEACHING

1 WHAT IS CULTURALLY RELEVANT MATHEMATICS TEACHING?

MODERN EXPECTATIONS FOR MATHEMATICS

DRIVER 1: SHIFTS IN MATHEMATICS LEARNING

DRIVER 2: SHIFTS IN TEACHER ROLES

DRIVER 3: SHIFTS IN MAKING MATHEMATICS MEANINGFUL

CULTURALLY RELEVANT TEACHING

FUNDAMENTALS OF CULTURALLY RELEVANT TEACHING OF MATHEMATICS

RIGOR AS A FLOOR FOR INTELLECTUAL AND CULTURAL MATHEMATICS EXPERIENCES

CULTURE AND COMMUNITY AS A CENTRAL SOURCE OF MATHEMATICS ACTIVITY

MATHEMATICS AS A PRACTICE OF CRITICAL AGENCY AND ACTION

SUMMARY AND DISCUSSION QUESTIONS

2 IMAGINING CULTURALLY RELEVANT TEACHING THROUGH MATHEMATICS PRACTICES AND TASKS

EXPANDING THE DEFINITION OF MATHEMATICS TASKS

MATHEMATICAL INQUIRY PROMPT

MATHEMATICS CONSTRAINTS/CONDITIONS

CULTURAL CONTEXT

SOCIOCULTURAL INQUIRY PROMPT

WHEN CHILDREN THRIVE: CULTURALLY RELEVANT MATHEMATICS PRACTICES

CENTER COMPLEX IDENTITIES

EXPAND UNDERSTANDINGS

ENGAGE HUMAN EXPERIENCE

FIGHT FOR JUSTICE

LEVERAGE VOICE

TASKS AS OPPORTUNITIES TO BUILD MATHEMATICAL THINKING

NOT JUST ANY TASK: COMPLEXITY MATTERS

TASKS AS OPPORTUNITIES TO PRACTICE CULTURALLY RELEVANT TEACHING

FEATURES OF CULTURALLY RELEVANT MATHEMATICS TASKS

SUMMARY AND DISCUSSION QUESTIONS

3 CREATING AND ASSESSING CULTURALLY RELEVANT MATHEMATICS TASKS

TASK-BUILDING ACTIONS

ESTABLISH DEMAND AND ACCESS

CENTER CULTURAL AND COMMUNITY INQUIRY

TARGET AGENCY AND ACTION

RUBRIC FOR CREATING AND ASSESSING CRMTASKS

EMERGING DIMENSION

DEVELOPING DIMENSION

EXEMPLARY DIMENSION

SUMMARY AND DISCUSSION QUESTIONS

Part II: PRACTICAL APPROACHES FOR PLANNING AND CREATING CULTURALLY RELEVANT MATHEMATICS TASKS

4 PLANNING WITH INTENTION AND HOPE

UNPACKING STANDARDS FOR CRMTASK-BUILDING OPPORTUNITIES

PLANNING TASKS THAT FOSTER HOPE

RESPONDING BEYOND BLOOM

RESPONDING WITH HOPE

SUMMARY AND DISCUSSION QUESTIONS

5 CREATING CONTEXTS FOR CULTURAL INQUIRY

EMPHASIZING WE CARE/WE BELONG TO CREATE CULTURAL INQUIRY

CONDUCTING STUDENT INTERVIEWS TO BUILD FROM STUDENT CULTURE

CONDUCTING COMMUNITY WALKS TO BUILD COMMUNITY KNOWLEDGE

USING CHILDREN’s LITERATURE TO BUILD CRMTASKS

USING CULTURAL ARTIFACTS AS A SOURCE OF MATHEMATICAL KNOWLEDGE

SUMMARY AND DISCUSSION QUESTIONS

6 CREATING CONTEXTS FOR AGENCY AND ACTION

WHEN WE SAY AGENCY

USING SOCIAL JUSTICE STANDARDS TO GUIDE TASK CREATION

PROMOTING INDIVIDUAL AND PERSONAL EMPOWERMENT

STANDING IN SOLIDARITY WITH COMMUNITY ASPIRATIONS

TARGETING AGENCY THROUGH CHILDREN’s LITERATURE

CREATING PROMPTS FROM CURRENT JUSTICE ISSUES

SUMMARY AND DISCUSSION QUESTIONS

Part III: REFINING OUR NOTIONS AND EXPERIENCES

7 THE JOURNEY: IMPROVING CULTURALLY RELEVANT MATHEMATICS TEACHING

TEACHERS’ AND LEADERS’ NOTIONS OF CULTURALLY RELEVANT TEACHING

CULTURALLY RELEVANT TEACHING AS MAKING MEANINGFUL CONNECTIONS

CULTURALLY RELEVANT TEACHING AS WORKING WITH CULTURE ONLY

CULTURALLY RELEVANT TEACHING AS INCLUSIVE AND ANTIRACIST

CONFRONTING “DIFFERENCE” IN CULTURALLY RELEVANT TEACHING

LESSON PLANNING WITH AGENCY

USING CULTURALLY RELEVANT MATHEMATICS TASKS WITHIN UNITS

SUMMARY AND DISCUSSION QUESTIONS

8 THE FLOW: IMPLEMENTING AND REFINING CULTURALLY RELEVANT TASKS, LESSONS, AND UNITS

WORKING WITH A MATHEMATICS TASK TEMPLATE

THE THREE-PART LESSON

LAUNCH

EXPLORE

CULMINATE/CONGRESS

CULTURALLY RELEVANT MATHEMATICS CURRICULUM UNIT

SUMMARY AND DISCUSSION QUESTIONS

9 CONTINUING THE JOURNEY

REFLECTING ON KEY ELEMENTS

KEYS TO CONTINUING THE JOURNEY: HOPE BY DESIGN

ONE TASK AT A TIME

OPEN UP YOUR PRACTICE

JUMP IN AT THE DEEP END

PREPARE TO ENGAGE YOUNG CHILDREN IN SOCIAL JUSTICE

ROUND AND ROUND: SEEING CULTURALLY RELEVANT PEDAGOGY AS CIRCULAR

DISCUSSION QUESTIONS

RESOURCES

APPENDICES

APPENDIX A: REVISING A MATH TASK TO BE CULTURALLY RELEVANT TEMPLATE

APPENDIX B: LIST OF TASKS AND MATH CONTENT STANDARDS WITH GRADE

Glossary

References

Index