Culturally Relevant Mathematics Teaching in a Mexican American Context
- 1 December 1997
- journal article
- research article
- Published by National Council of Teachers of Mathematics in Journal for Research in Mathematics Education
- Vol. 28 (6), 709-737
- https://doi.org/10.2307/749639
Abstract
This article examines mathematics instruction and its intersection with culturally relevant teaching in an elementary/middle school in a Mexican American community. The findings are based on a collaborative-research and school-change project involving university researchers, teachers, and the school's principal. On the basis of ethnographic data and an interdisciplinary theoretical framework, we propose a three-part model of culturally relevant mathematics instruction. The 3 components are (a) building on students' informal mathematical knowledge and building on students' cultural and experiential knowledge, (b) developing tools of critical mathematical thinking and critical thinking about knowledge in general, and (c) orientations to students' culture and experience.This publication has 8 references indexed in Scilit:
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