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Celebrating Culture and Race: Establishing Equitable Math Practices in the Classroom
India White • Sep 05, 2023
Celebrating Culture and Race through Equitable Math Practices!
Celebrating Culture and Race: Establishing Equitable Math Practices in the Classroom
In today's diverse classrooms, it is crucial for teachers to embrace and celebrate the cultural and racial backgrounds of their students. Currently, studies have shown that in schools where at least 90% of students were minorities, the share of teachers who were Hispanic was 28%, while 20% of teachers were Black, 5% were Asian and 43% were White. Across schools where at least 90% of students were White, nearly all teachers (97%) also were White.
With such a significant demographic gap, teachers must be equipped with tools to properly connect with and celebrate learners for varying ethnic backgrounds. Hence, by incorporating students' culture and race into math instruction, educators can create an inclusive learning environment that promotes equitable math practices. Let’s now explore the importance of celebrating culture and race in the math classroom and provide three tips supported by scholarly research to help teachers establish equitable math practices.
1. Incorporate Culturally Relevant Math Tasks
Research has shown that incorporating culturally relevant math tasks can enhance students' engagement and achievement in mathematics
(Gutiérrez, 2013). In her article titled, Mathematics Teachers’ Use of the Culturally Relevant Cognitive Demanding Mathematics Task Framework and Rubric in the Classroom, Central Connecticut State University Math Professor, who specializes in culturally relevance, Dr. Shelly Jones mentions how schools often do not meet the needs of culturally different students because there is not a social context for learning which would allow students of diverse backgrounds to access knowledge in ways that are comfortable and familiar to them. In efforts to combat the lack of relevance and cultural connection in the math classroom, teachers can select math problems or activities that reflect the cultural backgrounds and experiences of their students. For example, using real-life scenarios and prominent figures of various cultural groups that relate to students' cultures or incorporating culturally diverse mathematicians and their contributions can help students see the relevance of math in their own lives (NCTM, 2018).
This approach not only promotes cultural appreciation but also helps students connect math concepts to their own experiences, making learning more meaningful. As teachers guide students through math with a culturally relevant lens, it will increase the sense of belonging and math identity of all learners.
2. Foster Collaborative Learning and Discussion
Creating opportunities for collaborative learning and discussion can promote equity in the math classroom. Research suggests that collaborative learning environments can help students develop a deeper understanding of mathematical concepts and improve problem-solving skills
(Cohen & Lotan, 2014). Hence, teachers should encourage students to work in groups with diverse students, where they can exchange their cultural perspectives and approaches to problem-solving. As they do this, students will grasp a stronger sense of knowledge of the content, and benefit from the mathematical discourse experienced with their peers. Further, it will support teacher in their efforts to build a healthy metacognitive flow as teachers scaffold learners into thinking about their thoughts and thinking about the math. Cohen and Lotan (2014) mention how teachers can utilize this in group discussions, stating that it is “important that the group discussion be articulate and thoughtful” …and that “teachers should consider using a specific skill builder designed to teach the kinds of “talk” you want to hear (p. 48).” By valuing and respecting each student's contributions, teachers can create an inclusive space where all voices are heard and valued.
3. Provide Culturally Responsive Assessment
Assessment plays a crucial role in promoting equitable math practices. Teachers should ensure that their assessment methods are culturally responsive and fair to all students. For example, offering multiple ways for students to demonstrate their understanding of math concepts,
such as through written work, oral presentations, or visual representations, can accommodate different learning styles and cultural preferences (NCTM, 2018). Further, teachers should include real-world examples that embrace various cultural groups and ethnic activities and ideas that could enhance appreciation of various cultures for all students. These should be intentional efforts that are factored in such that all learners can see themselves in the math, gain confidence in their own ability, know that they belong,
and that their cultural group is comprised of distinguished leaders who’ve accomplished great contributions in STEM fields and other areas that are notable in society.
Additionally, teachers should be mindful of potential biases
in assessment questions or grading practices that may disadvantage certain cultural or racial groups, along with any biases that they may be working through. Regularly reviewing and reflecting on assessment practices can help teachers identify and address any potential inequities. As educators make sure that they have utilized their time and resources to provide a culturally responsive assessment that fits the needs of all learners, they can be assured that they will provide equity and access for all students when they need it the most during each assessment.
Conclusion
Celebrating culture and race in the math classroom is essential for establishing equitable math practices during instruction. By incorporating culturally relevant math tasks, fostering collaborative learning and discussion, and providing culturally responsive assessments for all students, teachers can create an inclusive environment where all students feel valued and empowered to succeed. Further, they will strengthen each students’ sense of belonging and increase their level of confidence as independent math thinkers. Embracing diversity and promoting equity in math education not only enhances students' learning experiences but also prepares them to thrive in a multicultural world. Choose to celebrate culture and race in your math classroom today!
References
Cohen, E. G., & Lotan, R. A. (2014). Designing Groupwork: Strategies for the
Heterogeneous Classroom (3rd ed.). Teachers College Press.
Gutiérrez, R. (2013). The Sociopolitical Turn in Mathematics Education. Journal of Research
in Mathematics Education, 44(1), 37-68.
Jones, Shelly, "Mathematics Teachers’ Use of the Culturally Relevant Cognitively
Demanding Mathematics Task Framework and Rubric in the Classroom" (2015). NERA Conference Proceedings 2015. 12.
https://digitalcommons.lib.uconn.edu/nera-2015/12
National Council of Teachers of Mathematics (NCTM). (2018). Catalyzing Change in High
School Mathematics: Initiating Critical Conversations. Reston, VA: NCTM.
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