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Author: Ruth Merttens
Publisher: Routledge
ISBN: 1135427712
Category : Education
Languages : en
Pages : 208
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Book Description
IMPACT the project is about involving parents in the mathematics curriculum through the tutelage of their children and through sustained patterns of direct contact.
Author: Ruth Merttens
Publisher: Routledge
ISBN: 1135427712
Category : Education
Languages : en
Pages : 208
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Book Description
IMPACT the project is about involving parents in the mathematics curriculum through the tutelage of their children and through sustained patterns of direct contact.
Author: Geneva Gay
Publisher: Teachers College Press
ISBN: 0807750786
Category : Education
Languages : en
Pages : 321
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Book Description
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Author: Thomas E. Gilsdorf
Publisher: John Wiley & Sons
ISBN: 111811552X
Category : Mathematics
Languages : en
Pages : 323
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Book Description
INTRODUCTION TO CULTURAL MATHEMATICS Challenges readers to think creatively about mathematics and ponder its role in their own daily lives Cultural mathematics, or ethnomathematics as it is also known, studies the relationship between mathematics and culture—with the ultimate goal of contributing to an appreciation of the connection between the two. Introduction to Cultural Mathematics: With Case Studies in the Otomies and Incas integrates both theoretical and applied aspects of the topic, promotes discussions on the development of mathematical concepts, and provides a comprehensive reference for teaching and learning about multicultural mathematical practices. This illuminating book provides a nontraditional, evidence-based approach to mathematics that promotes diversity and respect for cultural heritages. Part One covers such major concepts as cultural aspects of mathematics, numeration and number symbols, kinship relations, art and decoration, games, divination, and calendars. Part Two takes those concepts and applies them to fascinating case studies of both the Otomies of Central Mexico and the Incas of South America. Throughout the book, numerous illustrations, examples, and motivational questions promote an interactive understanding of the topic. Each chapter begins with questions that encourage a cooperative, inquiry-based approach to learning and concludes with a series of exercises that allow readers to test their understanding of the presented material. Introduction to Cultural Mathematics is an ideal book for courses on cultural mathematics, the history of mathematics, and cultural studies. The book is also a valuable resource and reference for anyone interested in the connections between mathematics, culture, anthropology, and history.
Author: Ruth Merttens
Publisher: Psychology Press
ISBN: 9781850008767
Category : Education
Languages : en
Pages : 208
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Book Description
First published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Helen Verran
Publisher: University of Chicago Press
ISBN: 0226853918
Category : Philosophy
Languages : en
Pages : 289
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Book Description
Does two and two equal four? Ask someone and they should answer yes. An equation such as this seems the very definition of certainty, but is it? In this book, Helen Verran addresses precisely that question.
Author: Michaele F. Chappell
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 170
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Book Description
Realizing that middle-grades students bring to classrooms different experiences that shape their meaning about mathematics, both from inside and outside the classroom, it seems that embracing culture...is one important way to address a need in schools - that is, high achievement in mathematics by all students. - Michaele Chappell and Denisse Thompson If your students can text like this: cul8r bff, they can solve for this: 3x+5=39+2x In the middle grades personal identity becomes more important to learning than ever. More than a decade of research tells us that effective school mathematics has to be relevant to the lives and cultures of every student. Chappell and Thompson bring you a unique and user-friendly teacher resource that incorporates popular media from a variety of cultures in rich and engaging math investigations. A wide range of math concepts - from algebraic thinking to number and operation, geometry to probability - are embedded within dynamic activities. Engage your media-savvy students with investigations from popular films, games, literature, and the internet. Connect your students to stories from African American, Latino, Asian, and Native American cultures. Activities are ready to use or customizable for your classroom. CD-ROM includes: 90+ reproducible investigations with answer keys available as customizable Word documents Quick-reference matrix that cross references the activities by the five content strands of the Principles and Standards for School Mathematics from the National Council of Teachers of Mathematics and by the four cultural groups. You can bring middle school math to life for all your students. This resource, ready to supplement your existing curriculum, shows you how and why to do it
Author: Imani Goffney
Publisher:
ISBN: 9781680540093
Category : African American students
Languages : en
Pages : 170
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Book Description
Mathematics education will never truly improve until it adequately addresses those students whom the system has most failed. The 2018 volume of Annual Perspectives in Mathematics Education (APME) series showcases the efforts of classroom teachers, school counselors and administrators, teacher educators, and education researchers to ensure mathematics teaching and learning is a humane, positive, and powerful experience for students who are Black, Indigenous, and/or Latinx. The book's chapters are grouped into three sections: Attending to Students' Identities through Learning, Professional Development That Embraces Community, and Principles for Teaching and Teacher Identity. To turn our schools into places where children who are Indigenous, Black, and Latinx can thrive, we need to rehumanize our teaching practices. The chapters in this volume describe a variety of initiatives that work to place these often marginalized students--and their identities, backgrounds, challenges, and aspirations--at the center of mathematics teaching and learning. We meet teachers who listen to and learn from their students as they work together to reverse those dehumanizing practices found in traditional mathematics education. With these examples as inspiration, this volume opens a conversation on what mathematics educators can do to enable Latinx, Black, and Indigenous students to build on their strengths and fulfill their promise.
Author: Falk Seeger
Publisher: Cambridge University Press
ISBN: 9780521571074
Category : Psychology
Languages : en
Pages : 276
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Book Description
The culture of the mathematics classroom is becoming an increasingly salient topic of discussion in mathematics education. Studying and changing what happens in the classroom allows researchers and educators to recognize the social character of mathematical pedagogy and the relationship between the classroom and culture at large. This volume is divided into three sections, reporting findings gained in both research and practice. The first part presents several attempts to change classroom culture by focusing on the education of mathematics teachers and on teacher-researcher collaboration. The second section shifts to the interactive processes of the mathematics classroom and to the communal nature of learning. The third section discusses the means of constructing, filtering, and establishing mathematical knowledge that are characteristic of classroom culture. This internationally relevant volume will be of particular interest to educators and educational researchers.
Author: C. K. Raju
Publisher: Pearson Education India
ISBN: 9788131708712
Category : Calculus
Languages : en
Pages : 536
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Book Description
The Volume Examines, In Depth, The Implications Of Indian History And Philosophy For Contemporary Mathematics And Science. The Conclusions Challenge Current Formal Mathematics And Its Basis In The Western Dogma That Deduction Is Infallible (Or That It Is Less Fallible Than Induction). The Development Of The Calculus In India, Over A Thousand Years, Is Exhaustively Documented In This Volume, Along With Novel Insights, And Is Related To The Key Sources Of Wealth-Monsoon-Dependent Agriculture And Navigation Required For Overseas Trade - And The Corresponding Requirement Of Timekeeping. Refecting The Usual Double Standard Of Evidence Used To Construct Eurocentric History, A Single, New Standard Of Evidence For Transmissions Is Proposed. Using This, It Is Pointed Out That Jesuits In Cochin, Following The Toledo Model Of Translation, Had Long-Term Opportunity To Transmit Indian Calculus Texts To Europe. The European Navigational Problem Of Determining Latitude, Longitude, And Loxodromes, And The 1582 Gregorian Calendar-Reform, Provided Ample Motivation. The Mathematics In These Earlier Indian Texts Suddenly Starts Appearing In European Works From The Mid-16Th Century Onwards, Providing Compelling Circumstantial Evidence. While The Calculus In India Had Valid Pramana, This Differed From Western Notions Of Proof, And The Indian (Algorismus) Notion Of Number Differed From The European (Abacus) Notion. Hence, Like Their Earlier Difficulties With The Algorismus, Europeans Had Difficulties In Understanding The Calculus, Which, Like Computer Technology, Enhanced The Ability To Calculate, Albeit In A Way Regarded As Epistemologically Insecure. Present-Day Difficulties In Learning Mathematics Are Related, Via Phylogeny Is Ontogeny , To These Historical Difficulties In Assimilating Imported Mathematics. An Appendix Takes Up Further Contemporary Implications Of The New Philosophy Of Mathematics For The Extension Of The Calculus, Which Is Needed To Handle The Infinities Arising In The Study Of Shock Waves And The Renormalization Problem Of Quantum Field Theory.
Author: Steve Lerman
Publisher: Springer Science & Business Media
ISBN: 9401711992
Category : Education
Languages : en
Pages : 212
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Book Description
Mathematics teaching and learning have been dominated by a concern for the intellectual readiness of the child, debates over rote learning versus understanding and, recently, mathematical processes and thinking. The gaze into today's mathematics classroom is firmly focused on the individual learner. Recently, however, studies of mathematics in social practices, including the market place and the home, have initiated a shift of focus. Culture has become identified as a key to understanding the basis on which the learner appropriates meaning. The chapters in this timely book attempt to engage with this shift of focus and offer original contributions to the debate about mathematics teaching and learning. They adopt theoretical perspectives while drawing on the classroom as both the source of investigation and the site of potential change and development. The book will be of fundamental interest to lecturers and researchers and to teachers concerned with the classroom as a cultural phenomenon.
