ERIC Number: EJ881830
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 54
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice
Leonard, Jacqueline; Brooks, Wanda; Barnes-Johnson, Joy; Berry, Robert Q., III.
Journal of Teacher Education, v61 n3 p261-270 2010
Mathematics is not a race-neutral subject. Access and opportunity in mathematics for students of color in the United States continue to be limited. While a great deal of attention has been given to increasing the number of underrepresented minority students in the mathematics pipeline, there is little consideration of who they are as learners or the context in which their mathematics learning takes place. We argue that culturally relevant instruction coupled with teaching for social justice can motivate marginalized students to learn mathematics. Throughout this conceptual article, we (a) explore the theoretical frameworks underlying culturally relevant pedagogy (CRP) and social justice pedagogy (SJP), (b) present illustrative cases of mathematics teaching that reveal the possibilities and challenges associated with these pedagogical approaches, and (c) offer to the field of teacher education recommendations related to the successful use of CRP and SJP within today's classrooms.
Descriptors: Mathematics Education, Social Justice, Culturally Relevant Education, Minority Groups, Mathematics Instruction, Context Effect, Multicultural Education, Critical Theory, Resource Allocation, Socioeconomic Status
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 4; Grade 7
Authoring Institution: N/A
Identifiers - Location: United States