Lessons in “Letting Go”: Exploring Constraints on the Culturally Relevant Teaching of Mathematics in Bermuda

Matthews, Lou Edward

doi:10.1080/15595690801894137

Cited by 7 publications

(3 citation statements)

References 21 publications

(29 reference statements)

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“…Based on the work of Ladson-Billings and others, Matthews et al (2022a) have developed a culturally relevant mathematics task-building framework to explore the core concepts of demand, relevance and agency (Figure 1).…”

Section: Culturally Relevant Pedagogy Frameworkmentioning

confidence: 99%

Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students

Lyublinskaya,

Okita,

Walker

et al. 2024

London Review of Education

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This year-long case study involved the professional development of teachers in New York City elementary schools, who co-designed with researchers culturally relevant robot-coding mathematics activities to advance teachers’ understanding of culturally responsive mathematics pedagogy. Study findings indicated that co-designing culturally relevant robot-coding mathematics activities led to the development of teachers’ cultural competencies, deeper understanding of culturally responsive mathematics pedagogy and their students’ cultures, stronger agency, and ability to integrate culturally responsive pedagogy into their mathematics curriculum. Teachers also began to perceive the robot as a mathematical tool rather than a motivational add-on, and started to develop their own cultural lens while focusing less on school structure constraints. The study emphasises the importance of engaging teachers as active co-designers of culturally relevant coding curriculum in professional development programmes.

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Section: Culturally Relevant Pedagogy Frameworkmentioning

confidence: 99%

Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students

Lyublinskaya,

Okita,

Walker

et al. 2024

London Review of Education

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“…Scholars have helped us to acknowledge the need for this disaggregation in being clear if we are talking about Black people in general or looking over some other identities within the collective, such as Black girls or young people (Gholson & Wilkes, 2017). This connection is relevant also to how Eppeheimer ( 2006 (Matthews, 2008). However, it is important to note that this work was focused on how work is done within US classrooms that have Black students.…”

Section: Black Capital In Terms Of Communalism and A Collective Black Identitymentioning

confidence: 99%

(Ontologically) Black and Proud

Ortiz¹

2020

Preprint

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This research is meant to articulate from a pedagogical and empirical sense, howeducators and those who engage in educational research conceptualize ways to create opportunities for Black children to participate in mathematics, and how this task is taken up in a way that affirms their identity, cultural practices, and knowledge. Thus, I ask the complex but straightforward question: what forms of capital do Black students possess that could be advantageous to the learning of mathematics? In framing this review, I articulate the distinctions from seminal work done on Black children, and suggest that understanding Black students’ cultural capital implicates the quality of instruction that they receive. After creating a data set of articles focused on Black children’s learning of mathematics, I provide the reader with an argument of discovery outlining what conversations are embedded in the relevant literature. My findings are captured within a framework describing three interconnected claims related to capital: a) macro and micro issues related to their sociohistorical realities as related to resistance and resilience, b) communalism and a collective Black identity, and c) beauty in communication and non-dominant linguistic patterns. I contend that this capital that Black children possess, already predisposes them to advantages within mathematics, and highlight how at least five common theories interact with one another to solidify and explain these forms of capital. I conclude this study with a few implications, indeed ontological, epistemological, and methodological considerations for how educators, policymakers, and researchers might go on thinking about inclusive middle grades mathematics environments, and the research that could be taking place to improve these spaces for Black children.

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“…Although Gutstein et al’s work on elaborating CRT was specific to mathematics teaching, it was not grounded in explicit investigations of supporting African American students. There have been significant attempts to support teachers to develop culturally relevant practices in mathematics and to support students of color to learn mathematics in classrooms using culturally relevant pedagogy and curriculum (e.g., Averill et al, 2009; Brenner, 1998; Civil & Andrade, 2002; Enyedy & Mukhopadhyay, 2007; Gutstein et al, 1997; Lipka et al, 2005; Matthews, 2008). Together, these studies have highlighted the importance of having explicit discussions regarding how the problem scenarios of mathematical tasks relate to students’ out-of-school lives (Gutstein et al, 1997; Leonard, 2008; Moses, West, & Davis, 2009), supporting students’ use of “home” languages in instruction (Gutiérrez, 2002a; Moschkovich, 2005), and supporting students to connect their “everyday” language with mathematical language (Moschkovich & Nelson-Barber, 2009).…”

Section: Orientations To Teaching Mathematics and Instructional Practices That Support African American Students’ Participation In Rigoromentioning

confidence: 99%

Supporting African American Students’ Learning of Mathematics

Jackson

Wilson

2012

Urban Education

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This article reports on a review of the mathematics education research literature 1989-May 2011 specific to K-12 African American students’ opportunities to learn mathematics. Although we identify important developments in the literature, we conclude that the existing research base generally remains at the level of broad principles or orientations to teaching and is therefore inadequate for specifying forms of instructional practice that support African American students’ participation in rigorous mathematical activity. We suggest a research agenda focused on specifying forms of practice that are empirically shown to support African American students’ learning of mathematics and development of productive mathematical identities.

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Lessons in “Letting Go”: Exploring Constraints on the Culturally Relevant Teaching of Mathematics in Bermuda

Cited by 7 publications

References 21 publications

Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students

Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students

(Ontologically) Black and Proud

Supporting African American Students’ Learning of Mathematics

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