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oapen-20.500.12657-413302024-03-25T17:57:55Z Culturally Specific Pedagogy in the Mathematics Classroom Leonard, Jacqueline african american students; black lives matter; black students; blm; cognition; computational thinking; computer scaffolding; critical race theory; crt; culturally diverse students; culture; cultural; funds of knowledge; game design; linguistically diverse students; math; mathematics education; maths; native american students; place; rural students; spatial visualization; stem education thema EDItEUR::P Mathematics and Science::PB Mathematics thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNS Teaching of students with different educational needs::JNSG Teaching of students with learning difficulties Advocating for the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students, this revised second edition offers a wide variety of conceptual and curricular resources for teaching mathematics in a way that combats and confronts the forms of oppression that students face today. Addressing stratification based on race, class, and gender, Leonard offers lesson templates that teachers can use with ethnically and culturally diverse students and makes the link between research and practice. Connecting cutting-edge and emerging technologies to culturally specific pedagogy, the second edition features new chapters on mathematics and social justice, robotics, and spatial visualization. Applying a more expansive focus, the new edition discusses current movements such as Black Lives Matter and incorporates examples of rural and tribal students to paint a broader picture of what culturally rich mathematics classrooms actually look like. The text builds on sociocultural theory and research on culture and mathematics cognition to extend the literature and better understand minority students’ goals and learning needs. Including new discussion questions and new examples, lessons, and vignettes of integrating culture in the mathematics classroom, this book employs pedagogical research to field-test new instructional methods for culturally diverse and female students. 2020-08-19T14:29:31Z 2020-08-19T14:29:31Z 2018 book 9780815368182 9780815368175 https://library.oapen.org/handle/20.500.12657/41330 eng Taylor & Francis Routledge 10.4324/9781351255837 10.4324/9781351255837 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 1e91784f-9ab6-4437-9ad2-7fb627e7d86d 9780815368182 9780815368175 Routledge open access
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Advocating for the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students, this revised second edition offers a wide variety of conceptual and curricular resources for teaching mathematics in a way that combats and confronts the forms of oppression that students face today. Addressing stratification based on race, class, and gender, Leonard offers lesson templates that teachers can use with ethnically and culturally diverse students and makes the link between research and practice. Connecting cutting-edge and emerging technologies to culturally specific pedagogy, the second edition features new chapters on mathematics and social justice, robotics, and spatial visualization. Applying a more expansive focus, the new edition discusses current movements such as Black Lives Matter and incorporates examples of rural and tribal students to paint a broader picture of what culturally rich mathematics classrooms actually look like. The text builds on sociocultural theory and research on culture and mathematics cognition to extend the literature and better understand minority students’ goals and learning needs. Including new discussion questions and new examples, lessons, and vignettes of integrating culture in the mathematics classroom, this book employs pedagogical research to field-test new instructional methods for culturally diverse and female students.
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