Cultivating Mathematical Proficiencies and Identities through Culturally and Community Inspired Activities

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.27.15375

Keywords:

Mathematics and Culture, Curriculum, urban studies

Abstract

Utilizing culturally-conscious teaching promotes instruction that values the cultural knowledge and experiences of ethnically diverse students. This qualitative study centers culturally responsive teaching (Gay, 2002) and community cultural wealth (Yosso, 2005) to contextualize mathematics learning for an after-school tutoring program in North Minneapolis, Prepare2Npsire. The aim of this research was to use a community-based participatory action research approach to: 1) explore the culture wealth of North Minneapolis, 2) create culturally responsive mathematics activities for Prepare2Nspire. Two activities were developed to center community assets and youth empowerment. The goal of these activities was to strengthen community, curriculum, and classrooms by intentionally connecting students’ multidimensional identities with mathematical learning. Specially, Muhammad’s (2020) culturally and historically responsive literacy framework was adapted using a mathematical lens to: 1) Create tasks that build mathematical proficiencies and 2) Create tasks that cultivate mathematical identities.   The emphasis on participatory, community-based, and action-oriented practices in this study encouraged the disruption of deficit-based assumptions of communities while also creating joy-filled learning opportunities for Prepare2Nspire attendees.

Metrics

Metrics Loading ...

Downloads

Download data is not yet available.

References

Aguirre, J., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. The National Council of Teachers of Mathematics, Inc.

Bonner, E. P. & Adams, T. L. (2012). Culturally responsive teaching in the context of

mathematics: A grounded theory case study. Journal of Mathematics Teacher Education, 15(1), 25-38. 10.1007/s10857-011-9198-4

Covington Clarkson, L. M., Forrester, J., & Contreras Gullickson, E. A. (2023).

Prepare2Nspire: A community engaged social justice mathematics project. In J. Etim & A. Etim (Eds.), Handbook of Research on Solutions for Equity and Social Justice in Education (pp. 246-262). IGI Global. https://doi.org/10.4018/978-1-7998-9678-4.ch014

Du, S. (2022, March 1). Sign-up begins for Minneapolis park programs in a year of

historic spending to counter youth violence. StarTribune. https://www.startribune.com/sign-up-begins-minneapolis-park-programs-in-a-year-of-historic-spending-to-counter-youth-violence/600151830/

Duxter, A. (2022a, June 19). West Broadway Block Party celebrates Juneteenth, makes

push for Black economic development. CBS Minnesota. https://www.cbsnews.com/minnesota/news/west-broadway-block-party-celebrates-juneteenth-makes-push-for-black-economic-development/

Duxter, A. (2022b, August 20). North Minneapolis block party places emphasis on

physical, mental health. CBS Minnesota. https://www.cbsnews.com/minnesota/news/north-minneapolis-block-party-places-emphasis-on-physical-mental-health/

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher

Education, 53(2), 106-116. https://doi.org/10.1177/0022487102053002003

Maiter, S., Simich, L., Jacobson, N., & Wise, J. (2008). Reciprocity: An ethic for community based participatory action research. Action Research, 6(3), 305-325. https://doi.org/10.1177/1476750307083720

Mannix, A. & Hargarten, J. (2021, September 11). Minneapolis’ bloody summer puts city on pace for most violent year in a generation. FRONTLINE. https://www.pbs.org/wgbh/frontline/article/minneapolis-bloody-summer-puts-city-on-pace-for-most-violent-year-in-a-generation/

Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic Inc.

Muhammad, G. (2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic Inc.

Nasir, N. I. S. (2002). Identity, goals, and learning: Mathematics in cultural practice.

Mathematical Thinking and Learning, 4(2-3), 213-247.

Nasir, N. S. & de Royston, M. M. (2013). Power, identity, and mathematics practices

outside and inside school. Journal for Research in Mathematics Education, 44(1), 264-287. https://doi.org/10.5951/jresematheduc.44.1.0264

Nasir, N. S. & Shah, N. (2011). On defense: African American males making sense of

racialized narratives in mathematics education. Journal of African American Males in Education, 2(1), 24-45.

National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM.

National Research Council (2001). Adding it up: Helping children learn mathematics. (J. Kilpatrick, J. Swafford, & B. Findell, Eds.). National Academy Press.

Pope, E. M. (2020). From participants to co-researchers: Methodological alterations to a qualitative case study. The Qualitative Report, 25(10), 3749-3761. https://doi.org/10.46743/2160-3715/2020.4394

Razfar, A. (2012). ¡Vamos a jugar counters! Learning mathematics through funds of

knowledge, play, and the third space. Bilingual Research Journal, 35(1), 53-75.

Thames, M. H. & Ball, D. L. (2013). Making progress in U. S. mathematics education: Lessons learned – past, present, and future. In K. R. Leatham (Ed.), Vital Directions for Mathematics Education Research (pp. 15-44). Springer-Verlag.

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of

community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.

https://doi.org/10.1080/1361332052000341006

Published

2023-07-27

How to Cite

Forrester, J., & Covington Clarkson, L. M. . (2023). Cultivating Mathematical Proficiencies and Identities through Culturally and Community Inspired Activities. Prometeica - Journal of Philosophy and Science, (27), 761–771. https://doi.org/10.34024/prometeica.2023.27.15375

Similar Articles

> >> 

You may also start an advanced similarity search for this article.