Research, Reflection, and Practice: Culturally Responsive Mathematics Teaching and English Language Learners

Abstract

Culturally responsive teaching is a dynamic form of teaching that builds on and supports students' home culture. The strategies that we recommend in this article for English Language Learners (ELL) are based on research or classroom experience. We provide real-life examples of how the second author, Gilberto Lobo, implements these ideas in the context of data analysis.

The Implementation of Batik Besurek Motif for Geometric Transformation Learning

“…As Widjaja & Fauzan have discovered, meaningful sense generates student mathematical thinking and debate [14]. This is in line with Torres-Velasquez and Lobo's finding that by linking mathematics material with culture and real-life in student interactions, teachers need to contextualize mathematics learning [15].…”

Ethnomathematics: Mathematical ideas and educational values on the architecture of Sasak traditional residence

“…In this perspective, mathematics learnings need to link experiences and cultures of students with mathematics contents. Linking students' culture with mathematics contents is a crucial component in the culture-based education because it will provide liberty for teachers to conceptualize mathematics learnings by relating mathematics contents with students' culture and their actual life experience [17]. Artifacts and cultural representation systems are crucial components in mathematics learnings.…”

Ecological and Population Validity of Mathematics Interventions for Diverse Students With Low Mathematics Achievement: A Meta-Analysis

“…At best only 6% of ELs, 18% of Latino students, and 13% of African American students scored Proficient in 8th grade mathematics, compared to 35% of their counterparts. A similar trend in the achievement gap in mathematics can also be observed for 4th graders and 12th graders.Concern abounds that SWLMA who are culturally and linguistically diverse are less likely than their White peers to benefit from existing scientifically based strategies in mathematics intervention absent culturally responsive components (Aguirre & del Rosario Zavala, 2013;Ellis, 2003;Torres-Velasquez & Lobo, 2005). Thus, although many educators view mathematics as a core subject that is universal and culture-neutral (Ukpokodu, 2011), factors related to language, culture, and cognition must be considered in mathematics intervention research and practice.…”

“…Concern abounds that SWLMA who are culturally and linguistically diverse are less likely than their White peers to benefit from existing scientifically based strategies in mathematics intervention absent culturally responsive components (Aguirre & del Rosario Zavala, 2013;Ellis, 2003;Torres-Velasquez & Lobo, 2005). Thus, although many educators view mathematics as a core subject that is universal and culture-neutral (Ukpokodu, 2011), factors related to language, culture, and cognition must be considered in mathematics intervention research and practice.…”

“…Actively engaged students are in control of the learning process and are able to make connections with past learning experiences to foster deeper and more meaningful learning (Johnston, 2004). While scientifically based instruction is consistently shown to be associated with improved achievement in mathematics for all students, there is also some evidence that SWLMA from diverse backgrounds do not have the same opportunity as White students to receive culturally responsive, scientifically based instruction and thus achievement gaps remain unabated (e.g., Aguirre & del Rosario Zavala, 2013;Ellis, 2003;Torres-Velasquez & Lobo, 2005).…”