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ERIC Number: EJ772315
Record Type: Journal
Publication Date: 2007
Pages: 36
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1050-8406
They Don't Show Nothing I Didn't Know: Emergent Tensions between Culturally Relevant Pedagogy and Mathematics Pedagogy
Enyedy, Noel; Mukhopadhyay, Shiuli
Journal of the Learning Sciences, v16 n2 p139-174 2007
This article describes data from the Community Mapping Project, a set of statistical activities and inquiry projects within a summer seminar for high school students. In designing the Community Mapping Project, we attempted to create conditions under which urban students themselves would come to recognize how mathematics is relevant to their lives and their communities. Using mixed methods, we analyzed the pre- and post-assessments and final projects of 25 high school students to investigate what students learned from their experience. We also analyzed the data from video case studies to begin to understand how learning was organized. Our qualitative analysis revealed several tensions that emerged between the goals and norms of our instantiation of a culturally relevant pedagogy and the goals and norms of our mathematics pedagogy. We argue that how these tensions are navigated mediate what opportunity students have for learning statistics. This article provides some considerations and lessons learned that may help inform both teachers who wish to rethink their mathematics pedagogy, and the designers who wish to create culturally relevant curricula.
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A