Reinscribing urban: Teaching high school mathematics in low income, urban communities of color

Laurie H. Rubel; Haiwen Chu

doi:10.1007/s10857-011-9200-1

Reinscribing urban: Teaching high school mathematics in low income, urban communities of color

Research output: Contribution to journal › Article › peer-review

Abstract

This article reports findings from a research and professional development project at two high schools located in low-income, urban communities of color. The project collaborates with teachers on improving their instructional practices, using a framework of culturally relevant mathematics pedagogy, which is described in detail here. We present results from a qualitative and quantitative analysis of mathematics instruction in 68 classroom observations of seven teachers. In particular, we use culturally relevant mathematics pedagogy as a lens through which to analyze instruction and the associated opportunities to learn mathematics provided to students.

Original language	American English
Pages (from-to)	39-52
Number of pages	14
Journal	Journal of Mathematics Teacher Education
Volume	15
Issue number	1
DOIs	https://doi.org/10.1007/s10857-011-9200-1
State	Published - Feb 2012
Externally published	Yes

Keywords

Culturally relevant pedagogy
Equity
Teacher education

All Science Journal Classification (ASJC) codes

Education
General Mathematics

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10.1007/s10857-011-9200-1

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title = "Reinscribing urban: Teaching high school mathematics in low income, urban communities of color",

abstract = "This article reports findings from a research and professional development project at two high schools located in low-income, urban communities of color. The project collaborates with teachers on improving their instructional practices, using a framework of culturally relevant mathematics pedagogy, which is described in detail here. We present results from a qualitative and quantitative analysis of mathematics instruction in 68 classroom observations of seven teachers. In particular, we use culturally relevant mathematics pedagogy as a lens through which to analyze instruction and the associated opportunities to learn mathematics provided to students.",

keywords = "Culturally relevant pedagogy, Equity, Teacher education",

author = "Rubel, \{Laurie H.\} and Haiwen Chu",

note = "Funding Information: Acknowledgments This material is based on work supported by the National Science Foundation under grant no. 0742614. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors thank Vicki Hand for her thoughtful comments on an earlier draft of this paper.",

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doi = "10.1007/s10857-011-9200-1",

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N1 - Funding Information: Acknowledgments This material is based on work supported by the National Science Foundation under grant no. 0742614. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors thank Vicki Hand for her thoughtful comments on an earlier draft of this paper.

PY - 2012/2

Y1 - 2012/2

N2 - This article reports findings from a research and professional development project at two high schools located in low-income, urban communities of color. The project collaborates with teachers on improving their instructional practices, using a framework of culturally relevant mathematics pedagogy, which is described in detail here. We present results from a qualitative and quantitative analysis of mathematics instruction in 68 classroom observations of seven teachers. In particular, we use culturally relevant mathematics pedagogy as a lens through which to analyze instruction and the associated opportunities to learn mathematics provided to students.

AB - This article reports findings from a research and professional development project at two high schools located in low-income, urban communities of color. The project collaborates with teachers on improving their instructional practices, using a framework of culturally relevant mathematics pedagogy, which is described in detail here. We present results from a qualitative and quantitative analysis of mathematics instruction in 68 classroom observations of seven teachers. In particular, we use culturally relevant mathematics pedagogy as a lens through which to analyze instruction and the associated opportunities to learn mathematics provided to students.

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Reinscribing urban: Teaching high school mathematics in low income, urban communities of color

Abstract

Keywords

All Science Journal Classification (ASJC) codes

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