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 →
How has looking at math differently helped me? -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 →
The Culture of Mathematics- 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 →
Lesson Analysis Tool: Helping to create culturally responsive lessons-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 →
Why do we teach Mathematics? -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 Starting Place
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 →
PAA-Practical Applied Arts also known as Please Anticipate Accidents
With my first teaching contract, three of the classes I was assigned were Practical Applied Arts. The school I am at is great because it has a large woodworking shop, welding supplies, a full home ec room complete with three stations, and administration who was willing to help as needed. All of this is great…except … Continue reading PAA-Practical Applied Arts also known as Please Anticipate Accidents →
Classroom Management-The Dos, Don’t and Oops.
Classroom Management is a massive focus during university, but no matter how much emphasize professors put on classroom management they cannot predict how our classrooms will be, how the students will act, situations that will come up, school/division policies, or how I will handle different things. No amount of university, internship or classes could have … Continue reading Classroom Management-The Dos, Don’t and Oops. →
