1995
DOI: 10.1080/00405849509543676
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Returning to the root: A culturally relevant approach to mathematics pedagogy

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Cited by 202 publications
(152 citation statements)
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“…For example, Frankenstein (1991Frankenstein ( , 1995 teaches mathematics to adults and uses her classes as a way for them to develop class consciousness and learn how society is structured through mathematical analysis, Tate (1995) describes an Africentric approach to mathematics teaching that empowered students and that involved students in mathematizing 10 social problems, and Apple (1992) advocates for "a much more active and socially aware [mathematics] teacher," (p. 425). Still, mathematics is usually seen as a neutral and objective subject, devoid of specific class, cultural, or political content; the connection to social activism may seem to be a stretch.…”
Section: Resultsmentioning
confidence: 99%
“…For example, Frankenstein (1991Frankenstein ( , 1995 teaches mathematics to adults and uses her classes as a way for them to develop class consciousness and learn how society is structured through mathematical analysis, Tate (1995) describes an Africentric approach to mathematics teaching that empowered students and that involved students in mathematizing 10 social problems, and Apple (1992) advocates for "a much more active and socially aware [mathematics] teacher," (p. 425). Still, mathematics is usually seen as a neutral and objective subject, devoid of specific class, cultural, or political content; the connection to social activism may seem to be a stretch.…”
Section: Resultsmentioning
confidence: 99%
“…Given this, it follows that we need research in this area to see how we might create culturally relevant or culturally responsive pedagogy (see, e.g., Foster, 1995;Gay, 2000;Hollins & Oliver, 1999;Ladson-Billings, 1994;Quintanar-Sarellana, 1997;Smith, 2004;Tate, 1995) employing SSI contexts. Central to this research should be the results of SSI in teaching science with all students, as well as further learning concerning students' identities and worldviews.…”
Section: Thematic Areas Of Recent Research Connected To Ssimentioning
confidence: 99%
“…Ironically, the specified how of standardized testing may in fact drive teachers away from identified equitable practices in mathematics instruction. For instance, teaching approaches shown to increase mathematical access focus on student sensemaking (Boaler & Staples, 2008;Gutstein, 2003;Horn, 2012;Tate, 1995), a practice often at odds with the strict adherence to pacing guides designed to align instruction and testing blueprints. As pacing guides focus teachers on issues of "coverage" over "understanding," topics get superficial treatment, as educators keep an anxious eye on standardized test performance.…”
Section: What the How Of Nclb Does Not Specify: Equitable Mathematicsmentioning
confidence: 99%