Adding Cognition to the Formula for Culturally Relevant Instruction in Mathematics

Mary E. Brenner

119 citations0/0 files storedAnthropology & Education Quarterly

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Mathematics Education and Teaching Techniques Mathematics Education and Pedagogy Indigenous and Place-Based Education

Abstract

Although equity is one of the goals of the mathematics reform movement, there has been little research done to develop programs that meet the needs of specific cultural groups. By studying how mathematical knowledge is developed in the course of everyday life, it is possible to change mathematics instruction to enhance mathematical achievement. In a series of research projects with Native Hawaiian children, ethnographic information and cognitive studies of mathematical thinking guided a program to develop culturally relevant mathematics teaching. The approach taken in this study is compared to other recent efforts to develop culturally relevant instruction in mathematics.

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References

1989Situated Cognition and the Culture of Learning 19951. Toward a Theory of Culturally Relevant Pedagogy 1992Handbook of research on mathematics teaching and learning 1988Cognition in Practice 1983Ways with Words 1996The Dreamkeepers: Successful Teachers of African American Children.1995The dreamkeepers: successful teachers of African American children 1989Situated Cognition and the Culture of Learning

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2005Dilemmas in Scaling Up Innovations in Elementary Science Instruction With Nonmainstream Students 2009The Co-Construction of Opposition in a Low-Track Mathematics Classroom 2012The Potential of a Culturally Based Supplemental Mathematics Curriculum to Improve the Mathematics Performance of Alaska Native and Other Students 2012Teaching for Excellence and Equity in Mathematics 2011Mathematical reasoning in teachers’ presentations 2007Cultural and Home Language Influences on Children's Responses to Science Assessments

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