Babies overboard! The complexities of incorporation culturally relevant teaching into mathematics instruction

By L. Matthews. 2003

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A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “Research with practicing teachers has emphasized how teachers leverage their knowledge of communities, of being a parent, and of particular racial, cultural, and linguistic groups in ways that support student learning (Andrews et al., 2005; Castro, 2010; Gutstein et al., 1997; Matthews, 2003).”
African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement (2006, background): “, Moody, 1997; Secada, 1995), outlines the tenets of culturally relevant (responsive) mathematics pedagogy (e.g., Ladson-Billings, 1995; Matthews, 2003; Murrell, 1999; Tate, 1995; Wagner, Roy, Ecatoiu, & Rousseau, 2000), positions”
Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children? (2007, background): “Just as telling is that in the two chapters of Adding It Up that are devoted to proficient teaching in mathematics, very little of the discussion is focused on teaching students of color despite a plethora of research on culturally responsive pedagogy (e.g., Gay, 2000; Ladson-Billings, 1994, 2000; M”