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ERIC Number: EJ1040903
Record Type: Journal
Publication Date: 2014-Sep
Pages: 24
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-0042-0972
Multicultural Children's Literature as a Context for Teaching Mathematics for Cultural Relevance in Urban Schools
Leonard, Jacqueline; Moore, Cara M.; Brooks, Wanda
Urban Review: Issues and Ideas in Public Education, v46 n3 p325-348 Sep 2014
This article reports on a teacher-research study that used multicultural texts as a context for teaching mathematics for cultural relevance during an elementary mathematics methods course. The results of the study reveal that 28% (5 out of 18) of the teacher candidates (TCs) chose books that were culturally contextual or culturally amenable. However, 89% (16 out of 18) of the TCs chose texts that were mathematically robust or mathematically peripheral. Four focal TCs were selected to examine how they used the texts with children to teach mathematics concepts. Math lessons fostered academic success, cultural competence, and critical consciousness. Overall, the results of the study are mixed. We conclude that some TCs' choice of texts may reflect indifference, passive resistance, low self-efficacy, school culture, and mixed messages from the teacher-researcher. Additional studies that include follow-up interviews and classroom observations are needed to determine the factors that influence TCs' selections of multicultural texts and their implementation of culturally relevant pedagogy with students.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A