At the start of the course I defined Culturally Responsive Pedagogy (CRP) as using teaching strategies that reflect the needs of students in a classroom. It would be easy to think of CRP meaning that you have a couple of questions related to the content of your students cultures, examples based on the “real world” … Continue reading Understanding Culturally Responsive Pedagogy in Mathematics-Finale post →

Culturally responsive education can be considered as five focal dimensions; Social Justice, Ethnomathematics, Indigenous education, Equity, and Linguistically Diverse Learners. Each one of the dimensions on its own is has unique place in a classroom, but they are very interconnected. The connections that I developed an understanding from on Monday’s class were the interrelatedness of … Continue reading Connections found between social justice and ethnomathematics in culturally responsive mathematics-to be marked →

In our Skype conversation this morning, Swapna stated that culturally responsive education is about “reclaiming the knowledge that has been suppressed, negated, and/or ignored”. Discuss this statement in relation to something you have learned/read so far in this class. The first chapter of the textbook “Culturally Responsive Mathematics” gave me insight into so many different … Continue reading How has looking at math differently helped me? -To be marked →

How do we share with others (colleagues and students) that mathematics is actually not value- and culture-free? What are your thoughts on (and response to) this question? When asked why I loved my in grade 12, I responded with “because no matter who you are, where you live, or the differences in your life, math is always … Continue reading The Culture of Mathematics- To be marked →

I found that the lesson analysis tool to be quite insightful about what it means to have a culturally responsive lesson plan. There are aspect of a lesson plan I would not think to consider, simply because during my three years of creating lesson plans it was never suggested. The first one is asking the … Continue reading Lesson Analysis Tool: Helping to create culturally responsive lessons-To be marked →

The foreword of the book provides the readers with a focus of “analysis of the political dimension of the call for a cultural perspective on mathematics education” (D’Ambrosio, 2009, vii)). Right from the start, the writers indicate that a problem with mathematics education is to politics behind it. Curriculum is designed by a group of … Continue reading Why do we teach Mathematics? -To be marked →

My journey in Mathematics started in Kindergarten, when I made a conscious decision to skip over all words that contained a R, because I couldn’t make the R sound. So when I counted I had 1,2,5,6,7,8,9,10…I couldn’t get past 14, but I would only say up to 12. Since I missed 3 and 4, teachers … Continue reading My Starting Place →