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- W1978519265 abstract "This article examines mathematics instruction and its intersection with culturally relevant teaching in an elementary/middle school in a Mexican American community. The findings are based on a collaborative-research and school-change project involving university researchers, teachers, and the school's principal. On the basis of ethnographic data and an interdisciplinary theoretical framework, we propose a three-part model of culturally relevant mathematics instruction. The 3 components are (a) building on students' informal mathematical knowledge and building on students' cultural and experiential knowledge, (b) developing tools of critical mathematical thinking and critical thinking about knowledge in general, and (c) orientations to students' culture and experience." @default.
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- W1978519265 date "1997-12-01" @default.
- W1978519265 modified "2023-10-14" @default.
- W1978519265 title "Culturally Relevant Mathematics Teaching in a Mexican American Context" @default.
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- W1978519265 doi "https://doi.org/10.5951/jresematheduc.28.6.0709" @default.
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