Including culturally relevant math in an urban school

By J. Ensign. 2003

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Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, background): “Findings from CRE studies are also relevant to disciplinary outcomes in math and science such as time on task, engagement, and efficacy (Ensign, 2003; Milner, 2011); classroom work and test scores among Latino middle school students (Gutstein, 2003); and pre/post increase in math and science thinkin”
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives (2016, background): “In terms of academic outcomes, there is evidence that culturally relevant teaching promotes academic achievement and engagement (e.g., Christianakis, 2011; Ensign, 2003; Rodriguez, Jones, Pang, & Park, 2004; Tate, 1995).”
Culturally responsive pedagogy for African American students: promising programs and practices for enhanced academic performance (2011, background): “Ensign (2003) studied how one teacher used students’ experiences within their local stores and price comparisons as a conduit to build a better comprehension of math concepts.”
Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go? (2017, background): “Ensign (2003) studied how one teacher used students’ experiences within their local stores and with price comparisons as a conduit to build better comprehension of math concepts.”