Math in a Cultural Context: Two Case Studies of a Successful Culturally Based Math Project

By Jerry Lipka, Maureen P. Hogan, J. Webster, Evelyn Yanez, Barbara L. Adams, S. Clark, D. Lacy. 2005

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A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “…curriculum materials is prominent in several studies, with researchers noting ways that curricula can serve as levers for teacher learning and change (e.g., Empson & Junk, 2004; Lipka et al., 2005), and ways that more traditional curricula can constrain teacher practice (Vomvoridi-Ivanović, 2012).”
Making Connections in Practice (2013, background): “For example, research has examined how PSTs learn about children’s mathematical thinking (Jacobs, Lamb, & Philipp, 2010; Jenkins, 2010; Vacc & Bright, 1999) and to a lesser extent, PSTs’ perspectives on children’s home and communitybased knowledge and experiences relevant to mathematics (Lipka et al”
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice (2010, background): “She was culturally responsive to her students, built a learning community, and provided a third space where students could connect their identities to the content (Lipka et al., 2005).”
Culturally resPonsiVe teaChing (2008, background): “Page 16 of 37 problem-solving activities reflective of this indigenous group’s cultural practice (Lipka et al., 2005).”