Cultural Responsive Mathematics Instruction

According to Harding-DeKam (2014), culturally responsive mathematics instruction is a teaching method that incorporates student culture all the aspects of teaching mathematics. The idea of culturally responsive mathematics instructing is to createan environment of learning that focuses on making mathematical logic where students appreciate their value, reasoning and help in the joint class achievement. Parker et al. (2017) noted that culturally responsive mathematic instruction facilitates processing by the brain, motivates and engages students, fosters serious thinking and enhances solving of problems, reinforcesstudents’ cultural and tribal identities, and stimulates a sense of safety and belongingCultural Responsive Mathematics Instruction.

 

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It facilitates brain processing. Cultural responsive mathematical instruction capitalizes on the students’ knowledge of their culture to solve a mathematical problem. This supports deep learning by the students, which ensures students’ success and understanding of mathematics.

It cultivates critical thinking and problem-solving skills. Engaging students’ culture in evocative mathematical inquiries and problems enables them to examine, formulate queries, and generated answers to any challenging mathematical situationCultural Responsive Mathematics Instruction.

Motivates and engages the students. In connecting academic situations to students’ everyday lives, teachers can make the students’ learning experience personally meaningful and effective. This motivates the students to engage in mathematics more and with confidence increasing their urge to learn.

It strengthens students’ racial and ethnic identities. Teachers who support students’ identities during learning, especially in mathematics, generate interest in teaching the subject. Students develop a solid ethnic affiliation in which they relate to the topic, thereby increasing their interest in the matter.

It promotes a sense of safety and belonging. Through participating in culturally responsive mathematics events, students develop a sense of belonging and affirmation for their culture. This makes it easy for teachers to administer mathematical assignments and testsCultural Responsive Mathematics Instruction.

Culturallyresponsive mathematics instruction objective is to enable students to own mathematics knowledge in ways that allow them to relate to mathematics and use it to scrutinize real word problems appropriate to their communities(Civitillo et al. 2019). The way to approach this method depends on the teacher’s knowledge and ability to provide a social learning environment. Making it a practice to use a person’s culture and mathematics creates an inclusive environment learning environment that supports students learning.

References

Civitillo, S., Juang, L. P., Badra, M., & Schachner, M. K. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351.

Harding-DeKam, J. L. (2014). Defining culturally responsive teaching: The case of mathematics. Cogent Education, 1(1), 972676.

Parker, F., Bartell, T. G., & Novak, J. D. (2017). Developing culturally responsive mathematics teachers: Secondary teachers’ evolving conceptions of knowing students. Journal of Mathematics Teacher Education, 20(4), 385-407 Cultural Responsive Mathematics Instruction.

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