Nikki Pinakidis Tiffany Rehak Rachel Sager

What is Culturally Relevant Mathematic Teaching? Culturally relevant teaching is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (Rajagopal, 2011) Culturally relevant teaching should build on cultural/linguistic resources that students already have (many times we think we have to make up for their deficits) and should be free of bias and unprejudiced beliefs

Clicker Question: What is the percentage of students that are of racial and ethnic minority in American schools today? A. 20% B. 30% C. 40% D. 50%

“The nation’s population of minority students has surged to 42 percent of public school enrollment, up from 22 percent three decades ago” (Dillon, 2007) Approximately 15% of U.S. students are Latina/Latino, and 40% of those were born out of the U.S. We treat these students as blank slates ignoring potential contributions they may be able to contribute to our mathematics classroom. Due to the increase of minority students, we as teachers need to incorporate relatable aspects of students daily lives into our curriculum.

Why is it “HOT?” Gateway into many careers in our economy Achievement in mathematics allows students to go on to higher education “Teaching all students mathematics within diverse settings enhances the mathematics they learn, as well as their skills at listening to, valuing, analyzing, evaluating, and incorporating a broad range of views” (Herzig, 2005)

Relevant Issues Achievement gap Emphasize advancement with each group Gap studies tend to address only the first two of four dimensions of equality 1. Access (resources available to engage with quality mathematics) 2. Achievement (standardized test scores, participation rates, math pipeline) 3. Identity (maintaining cultural/linguistic/ familial connections) 4. Power (agency to affect change in school or society)

Relevant Issues Cont. Students’ lack of motivation “Once students feel comfortable with how a teacher talks and discusses academic material, they will feel comfortable enough to focus and try to learn the content.” (Rajagopal, 2011) Think of creative teaching strategies Example:

Clicker Question This past weekend, a major event took place in a nearby neighborhood which the has the students distracted and distraught. How would you handle the class? A. Ignore the situation and teach your lesson as planned B. Take 10 minutes for the class to have a discussion about the event C. Call for a school assembly D. None of the above

Teaching Strategies Teachers should have a positive attitude about multiculturalism Build relationships with students Use interactive teaching Expand expectations on who can do math Get to know the parents and living situation of the students Use surveys and questionnaires to learn about students’ interests Make time to talk to each student Learn about students individual needs Project based learning activities Recognize culturally relevant events

Examples eg Using “street language” to explain the concept of isolating the variable in Algebra SCAMP- Project – Story about a Cultural Artifact from a Mathematical Perspective

Clicker Question What culturally relevant teaching strategies have you observed in your field placements or other school settings? A. Teachers building relationships with students B. Interactive teaching methods C. Project based learning activities D. Surveys or questionnaires for the students E. None of the above

Future Teaching “Because culture is continually being socially constructed, and because individual identities are constructed through the intersection of racial, ethnic, class, gender, and other experiences, it cannot be reduced to static characteristics.” (McCarthy, 1995)

Works Cited Dillon, S. (2007, June 1). U.S. Data Show Rapid Minority Growth in School Rolls. Retrieved from ml Gutierrez, R. (July 2008). A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Research on the Achievement Gap. Journal for Research in Mathematics Education Herzig, A. (2005, November).Goals for Achieving Diversity in Mathematics Classroom. Retrieved from

Works Cited Cont. McCarthy, C. (1995). The problems with origins: Race and the contrapuntal nature of the educational experience. In C. E. Sleeter & P. L. McLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 245–268). Albany, NY: SUNY Press. Rajagopal, K. (2011). Create Success!: Unlocking the Potential of Urban Students. Alexandria, VA: ASCD Queen, L. (2010, June 18). First Person: Teacher's Rap Adds Up to Learning - YouTube. Retrieved from