Analysis Of Multicultural Mathematics: A More Inclusive Mathematics
Abstract
This paper summarizes a Math article from a Journal. The author summarizes the article, describes how the strategies in the article can be used in the classroom as well as a personal reflection.
Mathematics is often viewed as a non-cultural subject. However, there are many ways that a mathematics teacher can make mathematics more inclusive and inviting for all students. The article, “Multicultural Mathematics: A More Inclusive Mathematics” is an article that describes methods and strategies to assist teachers in making Math more inclusive to appeal to all students.
Strutchens believes that in the classroom, until recently there have not been many links to students ' culture. “This may be one of the major barriers to achievement …show more content…
In the article, Struchens describes Banks’ five dimensions of multicultural education which can be used to make mathematics more culturally inclusive. The five dimensions include: content integration, knowledge construction, prejudice reduction, equitable pedagogy, and empowering school culture and social culture.
There are various ways of incorporating Banks’ five dimensions into teaching Mathematics. One way of incorporating content knowledge into teaching Math according to Strutchens, is to teach students about Benjamin Banneker, an African American self-taught mathematician. After discussing Banneker’s background student can “have fun solving some of the puzzles he created” (1995). Knowledge construction is the second dimension and can be incorporated into teaching Math by allowing students to build and construct …show more content…
I welcome any opportunity in which I am able to bring cultural diversity into my teaching. Using strategies that incorporate a multicultural approach will make all students feel a connection and true interest to the material being taught, in this case math. Evertson states, “a positive environment encourages students to be excited about their school experience and learning” (2009, p. 63). Using strategies that are multiculturally inclusive will further create this positive environment for students of various backgrounds. Reading this article has further opened my eyes to the importance of continuously utilizing strategies that appeal to my diverse classroom of students. “..The classroom is the learning environment for both you and your students” (Everston, 2009, p. 3). Multicultural mathematics adds a dimension to teaching that promotes inclusion, heightened interest and cultural pride in classrooms groups that were previously excluded. In our increasingly technological and multicultural society it provides yet another way to connect the world of education with the workday world our students graduate
This paper summarizes a Math article from a Journal. The author summarizes the article, describes how the strategies in the article can be used in the classroom as well as a personal reflection.
Mathematics is often viewed as a non-cultural subject. However, there are many ways that a mathematics teacher can make mathematics more inclusive and inviting for all students. The article, “Multicultural Mathematics: A More Inclusive Mathematics” is an article that describes methods and strategies to assist teachers in making Math more inclusive to appeal to all students.
Strutchens believes that in the classroom, until recently there have not been many links to students ' culture. “This may be one of the major barriers to achievement …show more content…
In the article, Struchens describes Banks’ five dimensions of multicultural education which can be used to make mathematics more culturally inclusive. The five dimensions include: content integration, knowledge construction, prejudice reduction, equitable pedagogy, and empowering school culture and social culture.
There are various ways of incorporating Banks’ five dimensions into teaching Mathematics. One way of incorporating content knowledge into teaching Math according to Strutchens, is to teach students about Benjamin Banneker, an African American self-taught mathematician. After discussing Banneker’s background student can “have fun solving some of the puzzles he created” (1995). Knowledge construction is the second dimension and can be incorporated into teaching Math by allowing students to build and construct …show more content…
I welcome any opportunity in which I am able to bring cultural diversity into my teaching. Using strategies that incorporate a multicultural approach will make all students feel a connection and true interest to the material being taught, in this case math. Evertson states, “a positive environment encourages students to be excited about their school experience and learning” (2009, p. 63). Using strategies that are multiculturally inclusive will further create this positive environment for students of various backgrounds. Reading this article has further opened my eyes to the importance of continuously utilizing strategies that appeal to my diverse classroom of students. “..The classroom is the learning environment for both you and your students” (Everston, 2009, p. 3). Multicultural mathematics adds a dimension to teaching that promotes inclusion, heightened interest and cultural pride in classrooms groups that were previously excluded. In our increasingly technological and multicultural society it provides yet another way to connect the world of education with the workday world our students graduate