ERIC Number: ED460853
Record Type: RIE
Publication Date: 2001-Dec
Improving Upper Grade Math Achievement via the Integration of a Culturally Responsive Curriculum.
Pajkos, Diane; Klein-Collins, John
This report describes an intervention program for increasing mathematical achievement of African American students. Within the targeted population, it was evident that the disparity in math achievement between African American and White students was increasing each year. The targeted population consisted of sixth, seventh, and eighth grade mathematics students in a stable, middle class neighborhood. The problem of growing disparity was documented by the examination of each class's 3 previous years of mathematics results according to the Iowa Test of Basic Skills. Analysis of probable cause data revealed that teachers heavily favor the Westernized approaches of verbal/linguistic and logical/mathematical instructional styles. Student surveys indicated that a schism existed between teaching methods and learning processes. Faculty reported an overemphasis on the Westernized approach to teaching within their math classes. A review of curricular content demonstrated a lack of emphasis on the teaching strategies prevalent in culturally responsive curriculum. A review of strategies suggested by experts in the field posed the following solutions: implement the multiple intelligences theory in all aspects of teaching and learning, include the contributions of mathematicians of various cultural backgrounds to ensure a culturally responsive curriculum, and clearly communicate expectations to students in a non-coercive, unbiased manner. Post intervention data indicated an increased diversity in teaching strategies, an expansion and understanding of learning styles, elevated teacher and student enthusiasm, and a desire on the part of students to continue with the multiple intelligences in mathematics, as well as integrate them into other curricular areas. Appendixes include: survey of multiple intelligences; student survey of classroom/learning experiences, sample intervention lesson plans; and Transcripts of Two Focus Groups conducted May 31, 2001. (Contains 47 references and 17 figures.) (Author)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, St. Xavier University and Skylight Professional Development Field-Based Master's Program. Chicago, IL.