Culturally Relevant Mathematics Teaching in a Mexican American Context
Eric Gustein, Pauline Lipman, Patricia Hernandez, Rebeca de los Reyes
December 1997, Volume 28, Issue 6, Page 709
This article examines mathematics instruction and its intersection with culturally relevant teaching in an elementary/middle school in a Mexican American community. The findings are based on a collaborative-research and school-change project involving university researchers, teachers, and the school's principal. On the basis of ethnographic data and an interdisciplinary theoretical framework, we propose a three-part model of culturally relevant mathematics instruction. The 3 components are (a) building on students' informal mathematical knowledge and building on students' cultural and experiential knowledge, (b) developing tools of critical mathematical thinking and critical thinking about knowledge in general, and (c) orientations to students' culture and experience.
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Equity / Diversity / Special Needs
Professional Development / Teacher Education