LEADER 08627nam 22008413 450 001 9910773607103321 005 20210901203041.0 010 $a1-351-25583-5 010 $a1-351-25582-7 035 $a(CKB)4100000007141468 035 $a(MiAaPQ)EBC5574168 035 $a(Au-PeEL)EBL5574168 035 $a(CaPaEBR)ebr11632908 035 $a(OCoLC)1064495324 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/27482 035 $a(EXLCZ)994100000007141468 100 $a20210901d2018 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCulturally Specific Pedagogy in the Mathematics Classroom $eStrategies for Teachers and Students 205 $a2nd ed. 210 $cTaylor & Francis$d2018 210 1$aMilton :$cTaylor & Francis Group,$d2018. 210 4$dİ2019. 215 $a1 online resource (307 pages) 311 $a0-8153-6818-6 327 $aCover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Figures -- List of Tables -- Foreword -- Preface -- Acknowledgments -- Biographical Note -- 1 Culture, Identity, and Mathematics Achievement -- Introduction -- Theoretical Frameworks -- Critical Race Theory -- Black Feminist Thought -- Culturally Specific Pedagogy -- Prior Research on Culturally Based Education -- Early Culturally Based Studies -- Teachers' Beliefs about Culture and Learning Mathematics -- Mathematics Identity and Mathematics Socialization -- Chapter 1 Discussion Questions -- Notes -- 2 Cognition and Cultural Pedagogy -- Culture, Cultural Transmission, and Cultural Capital -- Theories about Cognition and Culture -- Cognitive Theory -- The Saxe Model of Cognition -- Children's Cognition and Learning in Mathematics -- Culture and Children's Mathematical Reasoning -- Car Wash Problem -- Church Problem -- Reform-Based Mathematics Education and Opportunities to Learn -- Summary -- Chapter 2 Discussion Questions -- Notes -- 3 Cultural Pedagogy -- The Need for Cultural Pedagogy -- Studies on Verve and Communal Learning -- Types of Cultural Pedagogy -- Culturally Responsive Pedagogy -- Culturally Relevant Pedagogy -- Culturally Congruent Instruction -- Culturally Responsive Teaching -- Culturally Specific Pedagogy -- Culturally Sustaining Pedagogy -- Culturally Responsive Instruction -- Funds of Knowledge -- Summary -- Chapter 3 Discussion Questions -- Notes -- 4 Computational Thinking, Computer Scaffolding, and Game Design -- Computational Thinking -- Simulations and Game Designs -- Microworlds EX -- Scratch -- Scalable Game Design -- Teaching with Emerging Technology -- Learning for Use -- Universal Learning Design -- The ITEST Study -- The Purpose of the Study -- Participants and Setting -- Methodology -- Instrumentation. 327 $aYear 1 Highlights -- Year 2 Highlights -- Year 3 Highlights -- From Research to Practice -- Summary -- Chapter 4 Discussion Questions -- Note -- 5 Robotics, Spatial Ability, and Computational Thinking -- Spatial Abilities -- Computational Thinking and Learning Progression -- Cultural Brokering -- Theoretical Framework -- The Study Context -- Research Questions -- Participants and Setting -- Methodology -- Data Sources -- Instrumentation -- Results -- Spatial Orientation -- Spatial Reasoning, Computational Thinking, and Cultural Brokering -- Teacher Reflections on Robotics Lessons -- Limitations -- Summary -- Chapter 5 Discussion Questions -- 6 Women in Aviation and Space: The Importance of Gender Role Models -- Gender Equity in Mathematics and Science -- Gender and Academic Achievement in Mathematics -- Gender and Teacher Preparation -- Single-Sex Education -- The Bessie Coleman Project -- Using Zoom Earth and Photoshop -- Flight Simulation -- Computer Modeling -- Space Links: Integrating Space Science and Mathematics -- Methodology -- Participants and Setting -- Results -- Discussion -- Implications -- Chapter 6 Discussion Questions -- Note -- 7 Learning Mathematics for Empowerment in Linguistically and Culturally Diverse Classrooms -- Language Diversity and Professional Development -- Teacher Expectations -- Understanding Language Acquisition -- Developing Additive Perspectives -- Fostering Language Literacy in the Mathematics Classroom -- Teaching Mathematics for Cultural Relevance and Social Justice -- Reflections on Classroom Practices -- Culture in the Mathematics Classroom Project -- Summary -- Chapter 7 Discussion Questions -- Notes -- 8 Black Lives Matter: A Context for Teaching Mathematics for Social Justice -- The Educational Debt -- Voting Rights -- Black Lives Matter -- Racial Profiling -- "I Can't Breathe!" -- Flint Water Crisis. 327 $aHousing Inequality -- Black Firsts in Science and Mathematics -- St. Elmo Brady (1884-1966) -- Martha Euphemia Lofton Haynes (1890-1980) -- Bessie Blount (1914-2009) -- Ed Dwight (1933-) -- Jessie Eugene Russell (1948-) -- Aprille Ericsson-Jackson (1963-) -- Summary -- Chapter 8 Discussion Questions -- Notes -- 9 Race and Achievement in Mathematics: A Historical Perspective -- The Clinton 12 -- Desegregation and School Busing -- Resegregation and Inequitable School Funding -- The Pedagogy of Poverty -- Perspectives on the Achievement Gap -- Mathematics Socialization and Identity among African-American Students -- Links to Everyday Mathematics -- Conclusions and Recommendations -- Chapter 9 Discussion Questions -- Notes -- Appendix A-Computational Thinking Rubric -- Appendix B-Scratch Dance Party Tutorial -- Note -- Appendix C-Knex Data Collection Sheet -- Note -- Appendix D-Sculptris Bison Tutorial -- Note -- References -- Index. 330 $aAdvocating for the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students, this revised second edition offers a wide variety of conceptual and curricular resources for teaching mathematics in a way that combats and confronts the forms of oppression that students face today. Addressing stratification based on race, class, and gender, Leonard offers lesson templates that teachers can use with ethnically and culturally diverse students and makes the link between research and practice. Connecting cutting-edge and emerging technologies to culturally specific pedagogy, the second edition features new chapters on mathematics and social justice, robotics, and spatial visualization. Applying a more expansive focus, the new edition discusses current movements such as Black Lives Matter and incorporates examples of rural and tribal students to paint a broader picture of what culturally rich mathematics classrooms actually look like. The text builds on sociocultural theory and research on culture and mathematics cognition to extend the literature and better understand minority students? goals and learning needs. Including new discussion questions and new examples, lessons, and vignettes of integrating culture in the mathematics classroom, this book employs pedagogical research to field-test new instructional methods for culturally diverse and female students. 606 $aMathematics-Study and teaching-United States-Social aspects. 606 $aMulticultural education-United States. 606 $aMinorities-Education-United States. 606 $aCritical pedagogy-United States 610 $aafrican american students 610 $ablack lives matter 610 $ablack students 610 $ablm 610 $acognition 610 $acomputational thinking 610 $acomputer scaffolding 610 $acritical race theory 610 $acrt 610 $aculturally diverse students 610 $aculture 610 $acultural 610 $afunds of knowledge 610 $agame design 610 $alinguistically diverse students 610 $amath 610 $amathematics education 610 $amaths 610 $anative american students 610 $aplace 610 $arural students 610 $aspatial visualization 610 $astem education 615 0$aMathematics-Study and teaching-United States-Social aspects.. 615 0$aMulticultural education-United States.. 615 0$aMinorities-Education-United States.. 615 0$aCritical pedagogy-United States. 676 $a510.71 700 $aLeonard$b Jacqueline$01461449 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910773607103321 996 $aCulturally Specific Pedagogy in the Mathematics Classroom$93668859 997 $aUNINA